http://hdl.handle.net/2173/31812 Sat, 18 May 2013 12:00:05 GMT 2013-05-18T12:00:05Z http://hdl.handle.net/2173/84438 Title: Reflective engagement in cultural history: a Lacanian perspective on Pasifika teachers in Aotearoa New Zealand Authors: Brown, Tony; Devine, Nesta; Leslie, Elsie; Paiti, Margaret; Sila'ila'i, Emilie; Umaki, Sandra; Williams, Jay Abstract: How do we understand our own cultural histories and how do these understandings impact on our senses of self? This paper addresses the case of Pacific islander migration into New Zealand. It is based on a study fuelled by a group of Pacific island teachers exploring their own experiences of becoming teachers in New Zealand schools. The paper raises some theoretical issues relating to cultural identity as understood in relation to educational practices at the interfaces of cultures. By examining how notions of Pacific cultural identity for individuals are held in place by particular self-images the paper asks how such identities might be seen as reaching out to possible futures. The paper concludes with some tentative thoughts on how an individual might work towards strengthening a historical sense of self and a more productive reflective/reflexive conception of engagement in a situation of cultural minority. Description: This is an electronic version of an article published in Pedagogy culture and society, 2007, vol. 15, no. 1, pp. 107-118. Pedagogy culture and society is available online at informaworldTM at http://www.informaworld.com/smpp/content~db=all?content=10.1080/14681360601162345 Mon, 01 Jan 2007 00:00:00 GMT http://hdl.handle.net/2173/84438 2007-01-01T00:00:00Z http://hdl.handle.net/2173/81698 Title: New teacher identity and regulative government: the discursive formation of primary mathematics teacher education Authors: Brown, Tony; McNamara, Olwen Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/2173/81698 2005-01-01T00:00:00Z http://hdl.handle.net/2173/68474 Title: The place of analogies in science education Authors: Heywood, David S. Abstract: The role of analogy in learning has been extensively researched in science education. The core purpose of the use of analogy as a strategy deployed in teaching is that of developing understanding of abstract phenomena from concrete reference. Whilst such an objective is desirable, it is predicated on the assumption that there is an agreed interpretation of the particular phenomena under scrutiny to which all subscribe. This paper argues that such a position is untenable and that the research enterprise should shift focus from determining the effectiveness of analogy in cognitive transfer from base to target domains towards the recognition of the role of analogy in generating engagement in the learning process. In such a paradigm, meaning in science for both learner and teacher is derived from discourse rather than being independent of it. The discussion draws on hermeneutic philosophy to provide a theoretical framework to illustrate the implications for teacher subject and pedagogical knowledge. Description: This metadata relates to an electronic version of an article published in Cambridge journal of education, 2002, vol. 32, no. 2, pp. 233-247. Cambridge journal of education is available online at informaworldTM at http://www.tandf.co.uk/journals/titles/0305764X.asp Sat, 01 Jun 2002 00:00:00 GMT http://hdl.handle.net/2173/68474 2002-06-01T00:00:00Z http://hdl.handle.net/2173/68354 Title: Mathematics education and language: interpreting hermeneutics and post-structuralism Authors: Brown, Tony Abstract: Contemporary thinking on philosophy and the social sciences has primarily focused on the centrality of language in understanding societies and individuals; important developments which have been under-utilised by researchers in mathematics education. In this revised and extended edition this book reaches out to contemporary work in these broader fields, adding new material on how progression in mathematical learning might be variously understood. A new concluding chapter considers how teachers experience the new demands they face. Mon, 01 Jan 2001 00:00:00 GMT http://hdl.handle.net/2173/68354 2001-01-01T00:00:00Z