PÁRRAFO IV- Cuando se trate de jeeps de lujo denominados "jeepetas"
TRASPASO DE VEHÍCULOS DE MOTOR O REMOLQUES
This part sets the scene for this research by introducing the schools/programmes as well as the research participants. An overview of the schools/programmes is presented and then the research participants are introduced through a short biography including their beliefs on schooling, education, alternative forms of learning as well those people and places that have influenced their teaching.
New Zealand research participants and their schools/programmes Horoeka
Horoeka (also known as lancewood and is a native New Zealand tree as shown in Figure 3.1) is a secondary school located in Christchurch. It is a designated character school, which the Ministry of Education (2013) website defines as a “state school that teaches the New Zealand Curriculum, but has developed their own sets of aims, purposes and objectives to reflect their own values” (n.p.).
70 Figure 3.1: Horoeka (Lancewood)
(http://www.doc.govt.nz/conservation/native-plants/lancewood-horoeka/)
Horoeka was established in 2003 and was originally located in the city centre, but due to the 2011 Christchurch earthquake, the school was relocated first to a subdivision in the south west of city and then again to a subdivision in the west of the city. The school currently shares space with the post-secondary institution but is not affiliated with the institution. The current student body is approximately 400 students, aged 12-18 years old and it is a decile six school. The decile system according the New Zealand Ministry of Education (2015):
“indicates the extent to which the school draws its students from low socio-economic communities. Decile 1 schools are the 10 percent of schools with the highest proportion of students from low socio-economic communities, whereas decile 10 schools are the 10 percent of schools with the lowest proportion of these students”
(n.p.).
71 The special character of Horoeka can be described by the following 10 tenets described by the Organisation for Economic Co-operation and Development - Innovative Learning Environment Project (n.d.):
• students are central in directing their own learning
• students follow individual interests and enthusiasms
• curriculum and qualification needs are met through a student’s chosen path not a prescribed route
• learning experiences extend beyond boundaries of place, time, age, methods of learning and areas of study
• the entire community is the learning environment
• families are vital and active partners in the holistic learning for students
• we encourage, nurture and celebrate creativity, innovation and entrepreneurship
• the individuality of each student is valued
• we are a high trust community, treating each other with mutual respect and kindness
• everyone is a learner and everyone is a teacher (p. 8).
Students can decide to work outside of the classroom, as well as outside of classes or courses, on topics that they are interested in. An individual education plan (IEP) is developed for each student and according to the Horoeka School website (2014):
The IEP is developed in consultation with students, parents and learning advisors.
This plan helps to decide what learner directed experiences a student will engage with, and what balance of courses the student will enrol in. The plan must reflect and be underpinned by the New Zealand Curriculum, but the curriculum does not drive
72 the learning programmes. Teamwork, communication skills, citizenship and global awareness are encouraged. The key competencies found in the NZ Curriculum (thinking, using language, symbols and texts, participating and contributing, relating to others and managing self) are seen as important, and a student’s IEP is developed to ensure ample opportunities to grow in these areas (n.p.).
An IEP meeting is held once a term at the very least, with parents, students and learning advisers (a certified teachers) in attendance.
Students are grouped in homebases with 15 students in each. Everyone is on a first name basis. Students meet with their learning advisor for 25 minutes per week. During these meetings students and their learning advisors might discuss relationships, what the student has done over the week, progress the student has made, his or her classes, new learning, the student’s digital portfolio, issues the student may have, the students IEP goals, what support can be offered to the students, and careers (Horoeka School website, 2014).
The use of community and environment surrounding the physical location of the school provides important opportunities for the students to learn in unique ways. The former location of the school, in the central business district, enabled the school to make use of community resources including the central Christchurch City Library and Hagley Park (Horoeka School website, 2014).
Horoeka offers a variety of secondary school subjects including social sciences, computing, drama, dance, English, mathematics, science, and physical and outdoor education. Horoeka also offers several courses that are not provided at most other secondary schools. These
73 include DJ performance and music production, entrepreneurship, holistic programmes, philosophy, psychology and videogame design. Horoeka has high-end information and communications technology (ICT), and all students have the opportunity to gain qualifications in the New Zealand National Certificate of Educational Achievement (NCEA) (Horoeka School website, 2014).
Horoeka research participants
Tara is a female deputy principal at Horoeka who identifies herself as a New Zealander. She speaks Spanish as a second language, and she holds a Master’s degree in education. She has been in the field of education for over 11 years, and at Horoeka for over three years. She has taught both middle years and high school.
Tara described Horoeka as a place where “students are central to their learning. [Teachers and students have] shared responsibilities/accountabilities for success. Teachers act as facilitators and learners, and learning happens where and how it happens best.” At Horoeka, support has been received for the teachers from community members who work with specific students or groups of students depending on their interest and enthusiasms.
Tara described alternative education as “not the status quo”, but believed the definition can depend on the audience and their preconceived understandings. She believed that education and learning is “about exploring and opening up opportunities. It is not necessarily training towards narrow skills or knowledge sets [like schooling], but more about growing attitudes, skills and dispositions for a lifetime of learning.” She also believed that “an important part of teaching is learning”, and that “teaching feeds, nurtures, extends, motivates, inspires and supports rather than narrowly defines or labels.”
74 Tara has been influenced by several academic theorists, including John Dewey, Paulo Freire, A.S. Neill, Howard Gardner, Tony Buzan, Yaakov Hecht, and Maurice Gibbons. She believed in “being entrepreneurial and constantly learning herself, so that she can best meet the needs of all whom she works with.” The students, parents, and whānau (extended family) she has worked with over the years have been the “best guides as to what works best for them. Friends and family members sharing their worst (sometimes devastating) experiences of education/schooling have guided what she aspires to never do herself.” She believed self-review is “a must”. Her own teachers have provided inspiration for her, and she has adapted some of their traits into her own teaching. This included being open minded, and “creating lots of hands-on real world learning experiences, being in the day/moment/feeling in the room.” These people that were influential in her life were not precious or selfish with their knowledge, questions and expertise, and they were people who believed in her”, and whom she describes as “explorers”. While in school as a youth, Tara stated that using the environment was “just part and parcel at our school.” She works closely with Bob who is described next.
Bob is a male deputy principal at Horoeka who identifies himself as a New Zealander. He has been in the field of education for over 21 years, and has been working at Horoeka for over 11 years. He holds a Bachelor’s degree and has taught high school.
Bob believed in using a “personalized approach to developing learning programmes that reflect the contextual talents and interests of students.” He defined alternative education as
“educational opportunities that are not designed or offered within the mainstream or conventional environment”. He believed that “schooling is a delivery mechanism.”
75 Education, on the other hand has “learning as the core purpose”, and that it is a “process which enables learning to occur.” Bob considered that “teaching can only exist in the presence of learning. If learning is not occurring then neither is teaching. Learning is the changing of previously held understandings or skills to a newly held state. Teaching is what happened to create that changing state.”
Bob has been influenced by the work of Howard Gardner, who he said “opened my mind to another way of approaching learning, and so, teaching.” His teaching has been influenced most directly by “the educators he directly interacts with [such as] colleagues, mentors and consultants.” From his former teachers, he has adapted their “use of humour” and “bringing student’s lives into the classroom” as well as “taking learning out of the classroom.”
“Nature and wild places” are important to Bob because “they exist unchanged.” He explained
“there is an honesty and purity about these places. They are not ‘an expression’ or
‘representation’ of some ‘thing’ or another. They are what they are.” Brian Fowler (the New Zealand cyclist) was one of the most influential people in Bob’s life to teach him about place.
He taught Bob about local history through stories, amongst many other things.
Kahikatea
Kahikatea (a coniferous tree that is endemic to New Zealand as shown in Figure 3.2) is a primary and intermediate school located in Christchurch, a few kilometres southeast of the city centre. The current student body is approximately 30, aged 5 to 12. The school opened in 2009. It is an independent (private) school.
76 Figure 3.2: Kahikatea (White Pine)
(http://upload.wikimedia.org/wikipedia/commons/thumb/7/78/Kahikatea.jpg)
Kahikatea charges fees, but also receives some funding from the government. It is governed by its own independent board and must meet certain standards to be registered with the Ministry of Education. As an independent school, Kahikatea does not have to follow the New Zealand Curriculum but must follow a learning programme of at least the same quality
Kahikatea School is owned by The Holistic Education Trust (H.E.T). The educational philosophy of the school draws from the fields of education, parenting, psychology, biology, science and spirituality, while striving for a global and holistic worldview. According to the Journey to Brilliance (2013) website, the three important principles of education which are implemented as much as possible into the curriculum are:
• whole person development
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• fully engaged learning
• re-connection with nature (n.p.).
The key components of the curriculum are:
• an internally focussed self-growth curriculum which complements and extends the standard externally oriented curriculum
• an ongoing, age-appropriate balance of physical, emotional, mental and intuitive development at all levels
• a broad awareness of the world and its various inter-relationships
• exploring self in the world, to grow an awareness of one’s calling or vocation (n.p.).
Teaching at Kahikatea is largely individually tailored, and geared towards each child’s own needs and goals. Students have a say in choosing their own learning in order to help develop their sense of empowerment and self-worth. Each teacher has 12 students, and every classroom is set up creatively by educators and learners, in a way that supports the learners’
needs. Each classroom contains mixed-age groups of children, comprised of a three-year span corresponding to developmental stages of children. Classrooms are set up with various learning centres and contain extensive collections of learning materials which match the learning styles, developmental capabilities, interests, and needs of the children enrolled in that class. Educators often work with one or two children at a time (Journey to Brilliance website, 2013).
The subjects of focus at Kahikatea are arts (music, art and crafts), socio-literacy (development of relationships), sports/physical education, eco-literacy (interconnection of
78 nature in balance), science, and information technology (IT). There is a strong emphasis on physical well-being. The subjects are disseminated through the personal experiences of the students as much as possible.
Kahikatea research participant
Olly is a male principal and teacher at Kahikatea School who identifies himself as having European ethnicity. He has been working in the field of education for over 21 years, and has been at Kahikatea for two years. He holds a Master’s degree and a Doctoral degree. In the past he has been a principal and taught middle years at a rural school.
Olly’s philosophy for the Kahikatea School is a holistic experiential curriculum, building each child’s innate brilliance. Olly expressed his philosophy for teaching and learning and had developed over the course of his career was really a perfect match to Kahikatea, because without knowing that the opportunity at Kahikatea existed, he had shaped his doctoral thesis all around it.
Olly has been highly influenced by his work at Kahikatea. He said “it changes your whole perspective when you’re actually doing the stuff and really connecting with kids ... Educators have a really deep and significant connection with each child. I think, we think, that that’s a key to who we are as well, and that’s behind our philosophy too.”
Harakeke
Harakeke (also known as New Zealand flax as shown in Figure 3.3) is a public secondary school located in Christchurch city central. It was formed in 1987 but its roots can be traced back to the mid nineteenth century. The current student body is approximately 250 students
79 aged 12-18. The school is considered to be an integrated school with special (religious) character as the school adheres to the Catholic faith. Students must wear a uniform, and both New Zealand citizens and international students are accepted. It is a decile four school.
Figure 3.3: Harakeke (Flax)
(http://www.doc.govt.nz/conservation/native-plants/harakeke-flax/)
Harakeke follows the standard New Zealand curriculum, including NCEA standardized testing. Unlike other public schools, all students partake in religious education. Morning prayers and mass services enable the students to stay involved in the religious life of the college. The schools vision for the curriculum is faith driven and academically focussed, while focussed on skills based learning and positive behaviour (Harakeke, 2013).
The subjects available to students include English, mathematics, religious education, science (including biology, chemistry and physics), drama, music, social studies, physical education, food and nutrition, textiles, languages, digital technology, graphics technology, music, media
80 studies, and hospitality and catering. Harakeke also has some unique on-site facilities. In 2012 a new teaching block was opened that includes food technology, science laboratories, a graphics and design area, a high-speed computer room for digital technology and a hard materials workshop. The school also has a radio station recording studio, and a large sports centre (Harakeke, 2013).
Harakeke research participant
Mark is a male who has been working in the field of education for over six years. He identifies himself as Māori and speaks Māori. He is the syndicate leader at Harakeke where he has been working for over three years, and holds a Master’s degree in education. He has taught both middle years and high school.
In speaking about teaching Mark stated “the programme has to be inclusive of participants, and at times led by participants.” The Education Review Office (2013) found positive relationships among students and teachers and full student engagement in learning was evident in most classrooms. They also found there were high expectations for achievement.
Mark’s philosophy of teaching is to work with the students and be prepared to share leadership roles. He also believed in teaching in an environment related to what you are teaching about. For example, teaching Māori at a Marae.
Tī kōuka
Tī kōuka (also known as the cabbage tree and is endemic to New Zealand as shown in Figure 3.4) opened in 1951 and is a state secondary school located in the northwest part of Christchurch. It currently has a student body of over 2500 students aged 13-18 and rated as a decile eight school. The school is divided into four divisions, each with its own divisional
81 principal, dean and guidance counsellor, so that students effectively are part of a school of up to 700.
Figure 3.4: Tī kōuka (Cabbage Tree)
(http://www.doc.govt.nz/conservation/native-plants/cabbage-tree-ti-kouka/)
Tī kōuka follows the standard New Zealand curriculum, including NCEA standardized testing. Unique to other schools, Tī kōuka has a large purpose built performing arts centre, allowing for a strong curriculum in dance, drama and music. In addition, it has extensive sports courts, a gymnasium, a swimming pool and sports fields. This gives students the opportunity to be involved in a very wide range of extracurricular activities (Tī kōuka, 2013).
The faculties at Tī kōuka include creative arts, English, mathematics, languages, physical education and health, social sciences, science, and technology. Subjects are disseminated in a conventional classroom setting in most cases, making use of the facilities located at the high
82 school. In some cases, field trips outside of Christchurch are used to help students acquire a deeper understanding of the subject matter (Tī kōuka, 2013).
Tī kōuka research participant
Lisa is a female teacher at Tī kōuka high school who identifies herself as Māori. She has been in the field of education as a teacher for over 6 years, and holds a Master’s degree in education. She has only taught high school.
Lisa prefers her classroom to be “in a group setting, and for her curriculum to be interactive and enable students to be independent learners and collaborators.” Where possible she would
“prefer to take her learning outside.” She believes that “education empowers students and gives them options for their future” while “schooling is just going through the motion of learning.” Lisa’s teaching has been “influenced by other teachers” who have given her “ideas on activities, how to teach certain topics and how to help students get the best out of education.”
Saskatoon research participants and their schools/programmes Poplar
Poplar (common deciduous tree found in Saskatchewan as shown in Figure 3.5) is a public school programme based out of a mainstream elementary school in the northeast part of Saskatoon. The programme began in 2003 and has approximately 20-25 students aged 13-14 years old (grade eight). The students come from all parts of Saskatoon and have to apply to take part in the Poplar programme. The school that houses Poplar also offers kindergarten through grade eight for mainstream classes.
83 Figure 3.5: Poplar
(http://natureray.com/deciduous.htm)
Poplar is an ecological, outdoor adventure programme for students in the Saskatoon Public School District (SPSD) that provides an active learning experience. Poplar learning takes place primarily outdoors and the curriculum is taught through field studies and first hand exploration. According to the Saskatoon Public Schools (2013) website, “the students work together and form a close community while developing understanding and appreciation of environmental and social issues. Experiential learning techniques in the outdoors help the students to build their self-esteem and citizenship skills” (n.p.). The Saskatoon Public Schools (2013) website states the objectives of the programme are to develop:
• a strong sense of community with fellow classmates, teachers, and community partners
• an ability to think critically about ecological, cultural, and community issues
• a greater knowledge and appreciation of the History of Saskatchewan and its relationship to Canadian and global issues
• a greater awareness of Social Justice issues
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• cultural awareness and appreciation
• greater knowledge and appreciation of the fragility of Saskatchewan's natural environment and ecological regions
• a heightened sense of accomplishment, confidence, and self-worth. Leadership, risk management, and cooperative group skills that are necessary in adventure education
• a responsible attitude towards learning and problem solving
• growth in positive communication and observational skills. Improved research, writing, and presentation skills
• a dedication to physical fitness and healthy lifestyles
• skills that underlie academic excellence and achievement in all subject areas (n.p.).
The Poplar programme challenges students academically, physically, emotionally and spiritually. Instructional field studies range from day trips in and around Saskatoon to major
The Poplar programme challenges students academically, physically, emotionally and spiritually. Instructional field studies range from day trips in and around Saskatoon to major