Thank you to all our Ako Journal readers and contributors this year. Here’s a roundup of our most-read articles published in 2024.
My journey and personal relationship with my identity is an ever-evolving part of my life. My identity bears the impacts of Te Tiriti o Waitangi and the Treaty from before I was even born.
Deputy principal Tania Yorke recently completed her Master of Educational Leadership. She shares what she learnt about developing as a leader and why the Teaching Council’s Educational Leadership Capability Framework is a goldmine of a tool.
It is a pleasure to bring you the latest edition of Ako journal. As the new national president, I know I have a lot to learn, so the theme akoranga is not without relevance to me.
Kairangahau Matua (Senior Researcher) at NZCER Nicola Bright shares her thoughts on why we need to put Māori first when we’re talking about te reo Māori revitalisation.
What should you be looking for in a formal effective leadership PLD programme? Victoria University of Wellington professor Kate Thornton provides some of the answers.
In 2022, 50 years after the Equal Pay Act was passed into law, Kaiārahi i te reo won a pay equity settlement, with an average pay increase of 79 percent. Āwhina Kihi tells us what being a kaiārahi means and why the pay increase is such a big deal.
What is streaming and is it helping or harming our tamariki? Auckland University professor Christine Rubie-Davies gives her view on the problems with ability grouping in Aotearoa.
As she steps down from her role as Kaihautū Rangahau Chief Researcher at NZCER Cathy Wylie shares some of her wisdom on how we can learn from each other.
As we emerge from one of the hardest winters in recent times, I’m pleased to share this spring edition of Ako, which imagines a brighter future for our tamariki.
Liana MacDonald discusses how mainstream New Zealand society resists difficult knowledge about the past both at sites of historical colonial violence and through mundane interactions between teachers.
What has climate change got to do with teaching our past? NZEI Te Riu Roa Communities Organiser Conor Twyford discusses how, in order to navigate well into our collective future, we need to clearly understand our past.
I’m excited to be sharing this histories issue of Ako with you, focussing on the challenges, impact and importance of studying our past.
At a recent conference I attended, I heard a speaker at a workshop enthused at a number of models of health and wellbeing. She ran through a myriad of some very impressive line ups mostly from America and Europe.
Global Citizenship education (GCED) is UNESCO’s response to the impact of poverty, global warming, inequality and human rights violations which threaten peace and sustainability worldwide.
It is great to be able to share this issue of Ako with you. Hauora seems to be the catch phrase of the last couple of years.
As a political scientist interested in children’s futures and serving on the IPCC (Intergovernmental Panel on Climate Change), an international science body that produces regular reports on the state of the world’s climate, I worry a lot about our changing climate and the implications for children and future generations.
Where I come from, the kererū is revered. A food for royalty and women. Our kaumātua describe how the sky would get dark as clouds of kererū flew overhead, sounding like a loud helicopter as they flapped their wings through our echoing valleys. This memory from long before I was born was a sign of abundance.
I’m not sure if it’s the increase in grassroots movements, or the current government’s desire to highlight climate change, but in the education sector there’s a real thirst to be lifting our game.
Professor Linda Mitchell and her colleagues surveyed 156 managers from Early Childhood Education (ECE) providers on the initial impact of the Covid-19 pandemic.