The 8th International Knowledge and Education Research Unit Symposium Event as iCalendar

25 May 2018

9:30am - 4:30pm

Venue: N551

Location: Epsom Campus, 74 Epsom Avenue

Contact info: Julie Bringans

Contact email:

The symposium on re-booting New Zealand education focuses on connecting our progressive past to a knowledge-rich curriculum. Responding to the Government’s proposals to reform education, members of the Knowledge and Education Research Unit (KERU) discuss their research about knowledge, curriculum design and pedagogy to propose a knowledge-rich curriculum which draws on the best of this country’s progressive education traditions.

Coffee/ tea and refreshments
Welcome and Introduction to KERU
Trans-acquisition pedagogy and academic knowledge for bilingual students
Dr Tauwehe Tamati
The reboot - a knowledge focused future
Dr Graham McPhail
Policy Travels: 21st Century Learning in New Zealand
Dr Megan Lourie
What is a knowledge-rich curriculum?
Professor Elizabeth Rata
Knowledge and Social Justice
Professor John Morgan
Unintended consequences - the impacts of assessment on knowledge
Barbara Ormond
Discussion and concluding comments
Ethnicity and Pedagogy
Alexis Siteine
Dr Graham McPhail

Dr Graham McPhail was a secondary school music teacher for 21 years and then he worked for the New Zealand Qualifications Authority (NZQA) as the National Moderator for NCEA music. Currently he is Senior Lecturer in Music Education at the Faculty of Education and Social Work, the University of Auckland. His research is focused on knowledge in curriculum and pedagogy design.
McPhail, G. (2016). The fault lines of recontextualisation: the limits of
constructivism in education. British Journal of Educational Research,
42(2), 294–313.

Professor Elizabeth Rata

Professor Elizabeth Rata is Director of the Knowledge in Education Research Unit in the Faculty of Education and Social Work at the
University of Auckland. She was an English teacher and member of the Auckland Runanga which campaigned for Kura Kaupapa Māori education.
Her research is in two main areas; the connection between knowledge and democracy and how a knowledge-rich curriculum is aligned with the best teaching methods from New Zealand’s progressive tradition.
Rata, E. (2017). Knowledge and Teaching, British Educational Research
Journal. 43(5), 1003-1017.

Barbara Ormond

Barbara Ormond is Senior Lecturer, Faculty of Education and Social Work at the University of Auckland. She taught for 18 years as a secondary teacher of History, Art History, Classical Studies, Social Studies and Dance and has held lead roles as a national moderator, examiner and writer of the achievement standards for the NCEA for Art History. She has researched and written on curricula and assessment matters in relation to her subject areas with a particular interest in the place of knowledge in History education. Using an interdisciplinary approach which draws upon both art historical and historical methodologies, Barbara has also published on pedagogies for teaching students how to interpret visual evidence.
Ormond, B.M. (2017). Curriculum decisions - the challenges of teacher
autonomy over knowledge selection for history. Journal of Curriculum
Studies, 49:5, 599-619.

Alexis Siteine

Alexis Siteine is a Senior Lecturer in the School of Critical Studies in Education, Faculty of Education and Social Work at the University of Auckland where she is a member of the Knowledge and Education
Research Unit. Her current research focuses on the way in which economic and sociopolitical movements have influenced educational policy, curriculum knowledge and ethnic identity. Alexis’s research is informed by over twenty years of teaching in New Zealand primary schools.
Siteine, A. (2017). Recognising ethnic identity in the classroom: a New
Zealand study. International Studies in Sociology of Education, 26(4),
393-407. doi:10.1080/09620214.2016.1264869

Dr Tauwehe Tamati

Dr Tauwehe Sophie Tamati is the creator of TransAcquisition Pedagogy. This highly successful teaching approach uses pedagogical procedures for cross-linguistic transfer to bring the bilingual student’s two languages into
productive contact with each other for improved reading comprehension in both languages. TransAcquisition contributes to bilingual education with the potential to radically re-align pedagogical approaches currently in place for emergent bilinguals in migrant and minority groups around the world.
Tamati, S. T. (2011). The trans-acquisitional approach: A bridge to English
in kura kaupapa Māori. Pacific-Asian Education, 23(1), 91–102.

Dr Megan Lourie

Dr Megan Lourie is a senior lecturer and Programme Leader for the Graduate Diploma in Secondary Teaching in the School of Education at
AUT. She has a background in secondary school teaching where she worked in a number of different roles including Head of Department
(Māori) and Head of Languages. Her research is informed by policy sociology approaches, and her areas of interest include education policy, and Māori language learning in mainstream school settings.
McPhail, G. & Lourie, M. (2017). Getting real: Is realism a blind spot in
research methodology? New Zealand Journal of Educational Studies. doi:

Professor John Morgan

Professor John Morgan is in the School of Curriculum and Pedagogy at the Faculty of Education and Social Work. His academic career developed out of his 10-year experience of teaching Geography in London schools and colleges. He subsequently trained beginning geography teachers, and continues to explore his interest in the history and politics of school geography teaching political along with research into the economies of education and educational futures.
Morgan, J. W. (2017). Teaching geography for sustainability. In M. Jones
(Ed.) The handbook of secondary geography (pp. 92-105). Sheffield:
Geographical Association.