Suchergebnisse

Although 'citizenship' has long been a feature of New Zealand social studies curricula, there has been little New Zealand research about the meanings teachers attach to the concept. On the basis of a number of focus group interviews, we examine conceptions of citizenship held by primary
and secondary social studies teachers. The discussions reveal that many teachers framed citizenship as 'belonging' – a heuristic that was sufficiently malleable and open to embrace pluralism, and different scales of citizenry, while attempting to maintain a sense of cohesiveness. While
'citizenship as belonging' may hold appeal, the absence of critical debate about contested aspects of citizenship within the teachers' discussions is problematic. We argue that the New Zealand social studies teaching community vitally and urgently requires exposure to debates about 'citizenship'
and citizenship education.

Collective biographical memory work attends to embodied experiences in relation to selected concepts. This article considers the concept of "the emerging teacher" to explore the relevance of collective biographical memory work for education practitioners. Six memories, written and shared in a series of writing workshops, collectively reveal that memories of emerging as a teacher are soaked in contradictions within vulnerability, chaos and order, and that, importantly, creativity emerges from the spaces in between. In reflecting on our work, we suggest that the approach offers emerging teachers an important liminal space and commonplace for exploring contradictions and allowing creativity.