Publications


Knowledge and education publications by KERU members

Books


  • Barrett, B. & Rata, E. (2014). (Eds.), Knowledge and the future of the curriculum: International studies in social realism. Basingstoke, UK: Palgrave MacMillan.
  • Rata, E. (2012). The politics of knowledge in education. London & New York: Routledge.

Publications


  • Benade, L. (2015) Teachers Critical Reflective Practice in the Context of Twenty-first Century Learning, Open Review of Educational Research, 2:1, 42-54.
  • Benade, L. (2013). Emergentism and Social Realism: How do these approaches to knowledge inform teacher education and curriculum? In: T. (AC). Besley & M. A. Peters (Eds). Re-imagining the Creative University for the 21st Century. Rotterdam, Netherlands: Sense Publishers, 135—147.
  • Benade, L. (2013). Book Review of Elizabeth Rata (2012). The Politics of Knowledge in Education. New York/London: Routledge Taylor and Francis Group. NZ Sociology, 28(1), 204—206.
  • Couch, D. (2012). Progressive Education in New Zealand from 1937 to 1944: Seven years from idea to orthodoxy. Pacific-Asian Education, 24(1), 55-7
  • Lourie, M. & Rata, E. (2016). Realist Research Methodology in Policy Analysis. Educational Philosophy and Theory. http://dx.doi.org/10.1080/00131857.2016.1167655
  • Lourie, M. & Rata, E. (2016). Realist Research Methodology in Policy Analysis. Educational Philosophy and Theory. http://dx.doi.org/10.1080/00131857.2016.1167655
  • Lourie, M., & Rata, E. (2014). A critique of the role of culture in Maori education. British Journal ofSociology of Education. 35(1), 19-26 doi: 10.1080/01425692.2012.736184.
  • Lourie, M., & Rata, E. (2014). A critique of the role of culture in Maori education. British Journal of Sociology of Education, 35(1), 19-26.
  • McPhail, G. (2016).  From aspirations to practice: curriculum challenges for a new ‘twenty-first-century’ secondary school, The Curriculum Journal, DOI:10.1080/09585176.2016.1159593
  • McPhail, G. (2015) A ‘fourth moment’ for music education? A response to Chris Philpott's sociological critique of music curriculum change. British Journal of Music Education, available on CJO2015. doi:10.1017/S0265051715000091.
  • McPhail, G.J. (2015). 'The fault lines of recontextualisation: the limits of constructivism in education.’ The British Education Research Journal. DOI: 10.1002/berj.3199. Available early view.
  • McPhail, G. (2015). Music on the move: Methodological applications of Bernstein’s concepts in a secondary school  music context. British Journal of the Sociology of Education.DOI:10.1080/01425692.2015.1044069.
  • McPhail, G. (2012). From singular to over crowded region: Curriculum change in senior secondary school music in New Zealand. British Journal of Music Education 29 (3), 317-330.
  • McPhail, G. (2012). Knowledge and the curriculum: Music as a case study in educational futures. New Zealand Journal of Educational Studies, 47(1), 33-46.
  • McPhail, G. (2013). Informal and formal knowledge: The curriculum conception of two rock graduates. British Journal of Music Education, 30(1), 43- 57.
  • McPhail, G. (2013). Developing student autonomy in the one-to-one music lesson in The International Journal of Music Education, 31(2) 160-172.
  • McPhail, G. (2013). The Canon or the kids: teachers and the recontextualisation of classical and popular music in the secondary curriculum. Research Studies in Music Education, 35 (1) 7-20.
  • McPhail, G. (2013). Mixed pedagogic modalities: the potential for increased student engagement and success. New Zealand Journal of Educational Studies, 48(1), 113-126.
  • Morgan, J. (2014) ‘Fortunate inhabitants? Challenges for school geography in New Zealand’, International Research in Geographical and Environmental Education, 23 (1)
  • Morgan, J. (2003) ‘Imagined Country: National environmental ideologies in school textbooks’. Antipode: a journal of radical geography, 35 (3)
  • Ormond, B. (2016). Curriculum decisions – the challenges of teacher autonomy over knowledge selection for history, Journal of Curriculum Studies, DOI:10.1080/00220272.2016.1149225
  • Ormond, B. M., & Morgan, J. (2015). A history curriculum for New Zealand in the 21st century. J. Morgan (Ed.), The 21st Century Curriculum? (152-161). Auckland. Edify Ltd.
  • Ormond, B. M. (2014). Powerful knowledge in History: Disciplinary strength or weakened episteme? B. Barrett, & E. Rata (Eds.), Knowledge and the future of the curriculum: International studies in social realism (153-166). Houndmills, Basingstoke, UK. Palgrave Macmillan.
  • Ormond, B.M. (2012). Aligning curriculum and assessment—divergent approaches in the framing of knowledge. Curriculum Matters, 2012:8, 9-32.
  • Ormond, B (2011) Transformative Shifts in Art History Teaching: The Impact of Standards-Based Assessment, The Curriculum Journal. Vol. 22, No. 4, 567–590
  • Ormond, B. (2011) Shifts in Knowledge Teaching: The unexpected consequences of assessment practices on secondary history. Pacific-Asian Education, 23(1), 5-22.
  • Poor, C. (2013). Charter Schools or Progressive Education? Lessons from Finland, Pacific-Asian Education. 25(1) 9-26.
  • Rata, E. M. & Zubaran, C. (2016). Ethnic Classification in the New Zealand Health Care System, Journal of Medicine and Philosophy. 41: 192–209 doi: 10.1093/jmp/jhv0654
  • Rata, E. M. & Zubaran, C. (2016). Ethnic Classification in the New Zealand Health Care System, Journal of Medicine and Philosophy. 41: 192–209
  • Rata, E. (2015). Multiculturalism and education. In Mansouri, F. (Ed.),‘Cultural, Religious and Political Contestations: The Multicultural Challenge’   (pp.107-118) Springer.
  • Rata, E. and Taylor, A. (2015). Knowledge equivalence discourse in New Zealand secondary school science. New Zealand Journal of Educational Research DOI 10.1007/s40841-015-0020-1
  • Rata, E. (2015). A pedagogy of conceptual progression and the case for academic knowledge. British Educational Research Journal. 42(1), 168-184.
  • Rata, E. (2014) The Three Stages of Critical Policy Methodology: An example from Curriculum Analysis, "  Policy Futures in Education. Special Issue. Political Discourse, Citizenship and Education 12(3), 360-371.
  • Rata, E. (2013). Knowledge and the Politics of Culture: An example from New Zealand’s Higher Education Policy and Practice. Anthropological Theory, 13 (4), 329-346.
  • Rata, E. & Tamati, T. (2013)The Effect of Indigenous Politics on English Language Provision in New Zealand's Maori Schools. Journal of Language, Identity and Education, 12(5), 262-276.
  • Rata, E. (2012) The Politics of Knowledge in Education. British Educational Research Journal, 38(1), 103-124.
  • Rata, E. (2012). The politics of knowledge in education. London & New York: Routledge.
  • Rata, E. (2011). Theoretical Claims and Empirical Evidence in Maori Education Discourse. Educational Philosophy and Theory, 44(10), 1060-1072.
  • Rata, E. (2010). A Sociology ‘of’ or a Sociology ‘for’ Education? The New Zealand Experience of the Dilemma. Journal of International Studies in Sociology of Education, 20(2), 109-128.
  • Rozas Gomez, C. A. (2011). Literacy 'by hook or by crook': differentiated access to literacy in secondary English Classrooms. Changing trajectories of teaching and learning (149-164). Wellington. NZCER.
  • Rozas Gomez, C.A. (2013) Strangers and Orphans: Knowledge and mutuality in Mary Shelley’s Frankenstein. Educational Philosophy and Theory. Volume 45, Number 4, April 2013. UK: Routledge Taylor & Francis Group.
  • Sakhiyya, Z. (2011) Interrogating identity: the International Standard School in Indonesia, Pedagogy, Culture & Society Volume 19, Issue 3, 345 – 365.
  • Siteine, A. (2013). Positive in their own identities? Social studies and identity affirmation. New Zealand Journal of Educational Studies, 48(2), 99-111.
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