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Volume 5, Issue 1, 2008
National Editorial Board and Editorial Committee
‘Any Conduct That Brings or is Likely to Bring Discredit to the Profession’
JOHN O’NEILL & PAUL ADAMS
The New Zealand Teachers Council rules for making reports and complaints of serious misconduct against teachers have been modified in 2008. They now include the catch-all clause 9.1 of ‘any conduct’ that is ‘likely to bring discredit to the profession’. Both PPTA and NZEI made submissions against the new clause, on behalf of their members, when it was proposed by the Council in March 2008. It was, nevertheless, gazetted ...
SECTOR, TEACHER AND TERTIARY EDUCATION
Beyond Quality in Early Childhood Education and Care – Languages of Evaluation
PETER MOSS AND GUNILLA DAHLBERG
We live in an age of quality. Every product and service must offer quality; every consumer wants to have it. In this historical context, quality has become reified, treated as if it was an essential attribute of services or products that gives them value, assumed to be natural and neutral. The problem with quality, from this perspective, is its management. How can quality be discovered, measured, assured and improved? What goals, to be achieved by technical means, will enhance performance and increase value? ...
The Pursuit of Profit in Education – The Penetration of Business into the Early Childhood and Primary Schooling Sectors
To date the penetration of business into education for the pursuit of profit has been variable. Intrusion into the compulsory education sector has been limited as government has a substantial and controlling investment tied up in these assets. It has been more successful in the early childhood sector where the state has a far smaller footprint. The experiences of these two education services can be contrasted by examining two core aspects of the education framework, the provision of education and the content of education …
Ambiguity as Work: Teachers’ Knowledge Creation in Classrooms
Schools and teachers are not alone in educating pupils. A role is also played by what may be called ‘contextual loyalties and dependencies’, where teachers are dependent on a trusting relationship with parents, for example. It is interesting to note here the importance of the relationship between actors outside the ‘organisation’ (parents - children) and teachers, a network of triads (teacher – pupil – subject), and the complex system in classrooms and schools. One example of this in terms of learning is that pupils may have good knowledge in English because of teaching, but also because of their exposure to movies, PC-games, music and so on ...
‘Am I doing this?’ The Reflective Educative Process of One Teacher Educator
STEVEN S. SEXTON
Teacher education is a formal process for those who wish to become teachers. When prospective candidates enrol at a tertiary provider they often become the subjects for education researchers to study, examine, interview or analyse. These researchers then report to the wider communities through a myriad of journals, seminars, papers and forums their uncovered similarities, contrasts, ambiguities or anomalies. I am one of those researchers ...
Social Justice and Moral Education in China
Moral education is experiencing a considerable resurgence of interest in Asia, nowhere more so than in China where state involvement, revised curricula, new textbooks and teacher education programmes all converge. The tension is a fundamental contradiction between the political agenda of the Communist Party to mandate a programme of moral education centred on a commitment to nationalism, patriotism, community and traditional Chinese values which contrast markedly with a social/economic policy geared to individualism and capitalism along with the pursuit of Western values by the young (and not so young) ...
Education's 'Inconvenient Truth': Part Two
The Middle Classes Have Too Many Friends in Education
In this second part of the article I explore the problem of middle class advantage from another angle and look at how those who work in the education sector in key roles help to perpetuate middle class advantage in education. It seems the middle class have too many friends in education, which of course is another way of saying that not enough educators are really defending the interests of the poor ...