Volume 25 | Number 1 | 2013
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Adult Education
Adult education New Zealand, to 2012 adult education, lifelong learning, lifelong education John Benseman, PhD Unitec Institute of Technology This entry posted 7 November 2013 In its broadest sense, adult education refers to the education of anyone beyond school-age. Historically, the sector has constantly evolved as elements of its provision have matured into autonomous sectors in their own right, leaving adult education to constantly re-invent itself on the boundaries of the educational mainstream in its mission of meeting adult learner needs. Maori education Pre-European education for Maori (irrespective of age) was based on kinship-based structures of whanau (family), hapu (sub-tribe) and iwi (tribe). While these structures maintained the informal oral transmission of traditional knowledge and skills, specialist learning institutions (whare wananga) were central to life in these communities as they ensured that ariki (chiefs), tohunga (priests) and recognised experts passed on specialist knowledge to chosen akonga (students). Specialist wananga included astronomy, carving, agriculture, weaving, folklore, myth and ritual. Colonial adult education With the arrival of Europeans in the 1700s and subsequent pioneering challenges, there was little initially in the way of formalised education for adults, but with burgeoning numbers of migrants (from 90,000 in 1860 to half a million in the 1880s) and increasingly stable patterns of settlement and cultural life, the first organised forms of educational provision emerged for adult settlers. Consistent with a predominance of English migrants and the subsequent modelling of social institutions from the ‘old country’, the first programmes to emerge in the early 1800s were the Mechanics’ Institutes or Athenaeums providing technical education and libraries (later to be taken over by local government) and religious groups such as the Christian and temperance organisations, the Young Men’s Christian Association and its female equivalent, the YWCA. -
Somerset, Gwen New Zealand, 1894-1988 Suzanne Manning, Med University of Auckland This Entry Posted October 23, 2014
Somerset, Gwen New Zealand, 1894-1988 Suzanne Manning, MEd University of Auckland This entry posted October 23, 2014. Gwen Somerset was a well-known New Zealand educationalist in adult and early childhood education. The daughter of Clara Buckingham and Frederick Alley, Gwen was born in 1894 in Canterbury. She trained as a primary school teacher as well as studying at Canterbury College (now the University of Canterbury), and spent almost 17 years as Infant Mistress at Oxford, a small rural town in Canterbury. Gwen married her long-time friend and fellow teacher Crawford Somerset in 1930, and they had two boys. During their time in Oxford, the Somersets were enthusiastically involved in adult education in the local community. They were awarded a joint Carnegie Fellowship and in 1936 they travelled overseas, being exposed to the latest in progressive education, adult education and nursery schools. A year after their return, they were invited to Feilding, a provincial town in the North Island, to run the new Community Centre. Gwen was now 42 years old, an experienced teacher and parent. The community centre quickly became the centre of adult education in Feilding. Gwen started a child study class for parents alongside a children’s play group and in 1944 this group became a Nursery Play Centre, connected with the fledgling organisation that had started in Wellington (today known more simply as Playcentre). Soon after the war years, in 1947, the Somersets moved to Wellington where Crawford took up a position as a lecturer at Victoria University. Gwen officially retired from teaching, but quickly became involved in many national organisations. -
The Curious Case of Two Australasian 'Traitors', Or, New Zealand, Australia and the Cold War*
New Zealand Journal of History, 35, 1 (2001) Ann-Marie Brady The Curious Case of Two Australasian 'Traitors', or, New Zealand, Australia and the Cold War* ON 21 AND 22 DECEMBER 1972 respectively, Australia and New Zealand established diplomatic relations with the People's Republic of China (PRC). The proximity of the two dates implies a concomitant closeness in foreign policy- making, especially on such a sensitive issue as the diplomatic recognition of China. On paper, particularly in the Cold War era, Australia and New Zealand had historically strong strategic links, both together and with the US, recognized in such treaties as UKUSA, ANZUS and SEATO.1 A careful comparison of the foreign ministry archives of both nations, however, reveals that despite the outward unity, they held differing levels of enthusiasm for the Western position in the Cold War, in particular on such matters as the recognition of China and allegations of germ warfare in the Korean War. Almost 30 years after diplomatic relations were established, it is timely to consider the years prior to recognition of the Peking government and the political climate of that period. Utilizing public and private documents gathered in China, New Zealand and Australia, this paper discusses the differing experiences of two Cold War 'traitors' — an Australian, Wilfred Burchett, and a New Zealander, Rewi Alley — interpreting their experiences in terms of the attitude of their respective countries to communism in Asia in the Cold War period, and implicitly, their respective countries' support for US foreign policy at that time. In considering the treatment the two men received from the two governments, my aim is neither to lionize nor demonize them. -
Towards an Oral History of Educational Ideas in New Zealand As a Resource for Teacher Education
DOCUMENT RESUME ED 385 500 SP 036 121 AUTHOR Middleton, Sue; May, Helen TITLE Towards an Oral History of Educational Ideas in Nvw Zealand as a Resource for Teacher Education. PUB DATE Apr 95 NOTE 30p.; Paper presented at the Annual Meeting of the American Education Research Association (San Francisco, CA, April 18-22, 1995). PUB TYPE Reports Research/Technical (143) Speeches /Conference Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Context Effect; *Educational History; Educational Policy; *Educational Research; *Educational Theories; Educational Trends; Elementary Secondary Education; Foreign Countries; Higher Education; Interviews; Oral History; Personal Narratives; Primary Sources; *Teacher Education; Teacher Influence; *Theory Practice Relationship . IDENTIFIERS *Life History Method; New Zealand ABSTRACT This paper reports research on: the major educational ideas that have shaped New Zealand's educational policies and influenced the content and form of teacher training and early childhood education; the educational ideas that have influenced teachers and former teachers; and how teachers have reacted to the major changes that policymakers have implemented. Data were collected from a literature review and from 150 life-history interviews. The paper focuses on three retired teachers who have beenprominent "progressive" educators. These case studies show how each teacher's theories build onto pre-existing educational, political, or social concerns or projects, indicating the importance of thetime, form, and context in which educational ideas are encountered. Thisapproach enables exploration of relationships between the educational theories in academic texts and policy documents and the ways individual teachers and others involved in education think and act in their everyday situations. The paper suggests that life-history approaches are assuming increasing popularity in educationalresearch and in teacher education to help combine the everyday and the theoretical dimensions of experience.