A Reflection on my context of practice: Tertiary Educator and Social Practice Practitioner

The context of my practice could be defined from two perspectives, namely my profession as a tertiary educator in Aotearoa, New Zealand; and my field of practice which is social practice (particularly community development).

Tertiary Education in Aotearoa NZ

As in most parts of the world, tertiary education in NZ aims to meet the needs of adult learners. Courses often range from transition programmes, through to postgraduate study and research. I currently teach courses across the board (undergraduate to postgraduate) and thus meet students from from diverse backgrounds (in terms of age, life and work experience, culture, and socio-economic backgrounds).

A report by the New Zealand Ministry of Education provides a comprehensive background to tertiary education in New Zealand. The majority of students are are either studying towards employment; or are already employed and wanting to build their capacities. Our role as tertiary educators is to enable students achieve these goals. At the same time, we aim to provide employers with highly productive talent.

As a teacher at Unitec, my teaching context is significantly influenced by the living curriculum - which has the following components.

Involves complex conversations; Is curiosity/inquiry led, and stimulating; Integrates learning with work; Is socially constructed – self-sufficiency and collaboration are equally valued, and Together they help nurture resourcefulness and resilience; Embeds Mātauranga Māori; Blends face-to-face and blended learning; Is research-informed and encourages research engagement where appropriate; Has a discipline base, and is also interdisciplinary; Develops literacies for lifelong learning; Includes embedded assessment and Considers issues of sustainability.

Living curriculum enables environments where active and flexible learning is encouraged. The emphasis results into a libertarian model of education.

At Unitec, we also emphasize Matauranga Maori. The Education review office recognises that,

The inclusion of Mātauranga Māori across the curriculum enhances the mana and wairua of Māori children. This validates their ways of knowing, being and doing. At the same time it provides all children with knowledge and information that extends their learning and understanding of the world they live in.

The following diagram outlines the key Maori principles that informs teaching and learning within my Department at Unitec (taken from DoSP Documents - only available to Staff).

Key principle	Achieved through	Specific evidence
Manaakitanga and Whanaungatanga (respect, support, trust)	·        Pedagogy. ·        Establishing a sense of belonging. ·        Good classroom dynamics. ·        Fostering peer support.	·      The tutors encourage active participation, and uses inclusive approaches. ·      Clarity of orientation for courses and tasks.  Supporting the learning process.
Rangatiratanga (self-determination)	·        Development of strong personal agency; learner autonomy.	·      The tutors promote autonomy, self-discovery, along with learning strategies for doing this.
Ako (Teaching and learning)	·        Teaching and learning are inseparable. ·        Teachers can learn from learners. ·        Respect what the learner brings to the learning.	·      The tutors provide feedback and encouragement. ·      The tutor addresses the learners’ needs. ·      Tutor gives academic support, and constructive feedback.
Wairuatanga (spirituality)	·        Affirmation and restoration of cultural identity.  Being self-directed.	·      The teaching acknowledges the learners’ experiences and prior knowledge.
Kaitiakitanga (Guardianship)	·        Guardianship and preservation of cultural knowledge and respect for the environment.	·      Responsibility for our environment

Finally, the Treaty of Waitangi significantly informs my practice as a tertiary educator in Aotearoa, New Zealand. Unitec has developed a statement of Partnership, Te Noho Kotahitanga, which outlines its partnership with and commitment to Te Tiriti o Waitangi as the founding document of Aotearoa New Zealand.  Te Noho Kotahitanga expresses Unitec’s commitment to principles of authority and responsibility, legitimacy, guardianship, co-operation and respect. The principles of Te Noho Kotahitanga are in line with the dynamic nature of the living curriculum, and are woven through the programme in content and teaching practice.

The context of Social Practice

Social practice is vast field - including fields of practice such as social work, counselling, and community development. A common factor within these fields is working with individuals, families, groups, and communities to facilitate transformative engagement. Therefore these fields of practice emphasize commitment to change.

As an educator and practitioner in this area (majoring in community development), my commitment to change mainly occurs in two forms. These include activity (such as participation in community projects and activities which encourage change) and inquiry (theorizing and analysing both institutional and intervention practices).

While my context of practice is always changing - the values that inform my practice remain the same. I reflect on these in my next post....