A Waitangi Day Reflection

Tēnā koutou katoa.

Ko Pirongia te maunga. Ko Waikato te awa. Ko Nicoll te iwi. Nō Kotimana me Airani ōku tūpuna.

I whānau mai ahau i Kirikirioa. Nō reira, kei te Whanganui-a-Tara tōku kainga inaianei.

Ko Philippa ahau. Ngā mihi nui ki a koutou.

When I was about fourteen I was chatting with a classmate. She was Māori and was sharing a story with me. I couldn’t even tell you what the story was about, nor the context in which it was shared. What I do remember though, was that the story included the word ‘moa’ (a large native New Zealand bird, now extinct). But I didn’t understand the word as my classmate was using it. She repeated it several times. I shook my head, my mind completely blank. What was she saying? Finally, she sighed. “Mow-er, Philippa, mow-er, the dead bird, you know, a mow-er?” I hadn’t understood her because she was pronouncing the word correctly, and it wasn’t until she said it incorrectly, the Pākehā way, that I recognised it. She wasn’t cross with me, nor did we ever speak of the moment, but it seared into my mind. This wasn’t going to happen again. I would recognise Māori words when they were spoken to me, and I would make every effort to pronounce them correctly from this time on.

And I have prided myself on doing this, and learning a pepeha (above), two karakia, a few songs, and a few whakataukī. I argue with others about unconscious bias and the way the system privileges Pākehā over Māori. And I rest on my laurels.

Every now again I get a jolt though. I have written about such moments before: here, in a blogpost entitled “Wero”, and here, in a blogpost entitled “Vanilla”.

I was jolted again at the end of last year. I am lucky enough to work for an organisation (Tātai Aho Rau | CORE Education) which is striving towards being Treaty-based. I attended an internal workshop on Te Tiriti o Waitangi, which really opened my eyes to understanding history from a Māori perspective, and to knowing more about Te Ao Māori pre-colonisation. As an action following this workshop, I purchased a copy of Michael King’s The Penguin History of New Zealand and it was the first book I read in 2018.

I devoured it in a few days. It was readable, entertaining, and enlightening. I was left with three key thoughts after finishing it:

  • Māori identity is not just ancestral but is also place-based. The word ‘whenua’ means even more to me now (land / placenta). I can see why it is crucial to understand the kawa and tikanga of the iwi and hapū of the rohe. I can see why (teacher hat on) place-based curriculum is so crucial.
  • Māori are amazing adapters. Part of their genius is being able to interact with technologies and to adapt or discard these for use in ways that fit within Te Ao Māori.
  • That Aotearoa New Zealand has experienced so much history in such a short amount of time.

I know that these are not new for many people – and certainly not Māori! – but I record them for my own learning.

And I was left with this crushing question: How much of what I take for granted is Pākehā? By way of an explanatory sentence: what would the six o’clock news look like if told nightly from a Māori perspective?



Experience: My Word for the Year 2018

Word Art

It’s become a bit of a ‘thing’ this word for the year business. Instead of setting New Year’s Resolutions (although I do have one of those this year: cook one vegetarian meal a week) I choose a word – more accurately a verb – for the year. In theory, this helps me to align goals and strategies and helps me to focus on what’s important. Some years this is more successful than others (see here for 2017’s word), but regardless, I think it’s an optimistic and positive way to start a new year.

I’m anticipating 2018 being a big year for me. Firstly, it’s the year in which I return to study. On Monday I enrolled at Victoria, University of Wellington, and tomorrow I have induction meetings. It’s official, I’m a PhD candidate. It was such a buzz to briefly walk through campus. And I can’t wait to hit the library! #nerdlyf.

Secondly, it’s a year in which the nature of my work is changing. For the past two years I’ve worked almost exclusively with the Connected Learning Advisory – which is an awesome free service for New Zealand schools and kura to access unbiased, independent advice and support around embedding digital technologies for learning. But I’ve gone part time to give me some space for study, and I’m also increasingly working directly with schools as part of Ministry of Education-funded professional learning and development. This means rapidly developing a whole suite of negotiation and work management skills, as well as upskilling in the areas schools want support with.

Thirdly, it’s a year in which we have some significant travel planned. We’re going to take a tour through Scandinavia, a river cruise from Amsterdam to Budapest, and hang out with some very dear friends of mine in Germany.

How to synthesise all these various components? By appreciating them as unique, valuable and life-expanding experiences.

But ‘experience’ is not just about the big things. For me it’s also about the small things. I’m a prolific reader, but generally it’s novels I inhale. So, I’m seeking to have new reading experiences by reading more non-fiction. So far I’ve read a couple of history books and beside me right now is a memoir.

And ‘experience’ is also about me knowing myself. I am not about to become a hiker, an athlete or outdoorswoman. Generally speaking, I just do not appreciate these kinds of experiences. Physical challenges are not my jam. Intellectual ones are. I like to be cognitively challenged. “Where’s the learning in this for me?” is my focusing question to help me tune into the experience I’m, well, experiencing.

The “Me” in Mentoring

I’ve written about getting to be a mentor and critical friend in my work with CORE Education previously. In this blogpost I thought I would reflect on what I’ve learned in about 18 months of doing this interesting, engaging and challenging mahi.

Image-1 (1)
My image, “Mentor”, Dec 17

Ironically, I’m going to start with myself. This is completely contradictory in the face of a mentoring relationship which is really all about the mentee. What I love about mentoring is getting to know another person and their context. It’s been a great antidote to the almost crippling imposter syndrome I face working with giants in the Aotearoa New Zealand education system at CORE Education.

When mentoring, there’s no way on earth I could possibly know everything (or, indeed, anything) about the areas of interest and focus of the mentee. Therefore, I release myself of this burden. I don’t have to be any kind of “expert” in their field. I need to be curious and willing to learn more. Given my love of learning, that part’s a snap.

The thing I find easy to get carried away with is the fact that I genuinely like the mentees I get to work with. This means that I can slip out of ‘mentor mode’ and slip into ‘casual conversation with a colleague mode’. I can find myself wanting to share stories of my practice, to tell them what I think they should do with the issue on the table, and to make it about me and what I know and can offer. I guess it’s like slipping into teacher mode in a way.

And when this happens, I’m no longer listening intently. I’m listening for a pause. I’m holding my story, my idea in my head so I can say it. I’m making the mentoring about me. This is definitely work in progress for me, but I reckon I’m improving on the “interrupty” front. I think my next step is to be purposeful in sharing stories. Perhaps to ask if sharing a story at this point might be useful. And to keep focusing on developing my active listening skills.

I have other things I’m wanting to focus on with improving my mentoring skills too. Recently my goal has been to ensure that we ‘telescope up’. Yes, right now we’re discussing this particular issue in this particular area of your practice, but what can you learn from this that might be transferable into other areas or other contexts?

In 2018, because I’m lucky enough to continue mentoring next year, I really want to improve on checking in. By this I mean asking: “Is this working for you?”, “How might I meet your needs better?” I want to build this in to help me reflect on my mentoring practice and not to get complacent that I’ve got this mentoring malarkey done. Because I haven’t. Not by a long shot.

So, actually, this post has been all about ME. But in a way, it’s about me learning to position myself differently than in a ‘normal’ conversation. Because in mentoring, it’s so not about me.

Modern Learning Curriculum

Over the past couple of months, I have been shadowing and participating in one of CORE Education’s online programmes: Modern Learning Curriculum. It’s been really interesting and I thought I’d just reflect a little on what I’ve learned.

Firstly, I enjoyed the opportunity to bring together some prior knowledge (and I want to do a shout out here particularly to the #edchatNZ MOOC that I did last year) with some more specifically New Zealand-context research and readings. I thought it was excellent the way that the course moved between global trends in education, for example the research coming from the OECD, and our Aotearoa New Zealand context using research from NZCER, as well as firm grounding in the New Zealand Curriculum and Education Review Office materials.

In terms of my own learning, I would say that I was prompted to think more about three things:

  1. Agency. Ah yes, this popular buzzword. Specifically, student agency. In a course entitled “Modern Learning Curriculum” there is going to be strong advocacy (and rightly so) towards a learner-centred curriculum that empowers student agency. I particularly liked Tim Gander on the idea of agency. This helped me to evolve my understanding of ‘agency’ beyond just ‘the power to act in one’s life’ to ‘the power to make choices that make a difference’.
  2. The crossover between learner-centredness, emotions, wellbeing, Universal Design for Learning and modern learning environments. If we accept that we cannot learn unless we feel safe and feel a sense of belonging, then this has huge implications for the design of our classrooms / learning environments before we even begin to think about what and how we teach. I could really end up channelling Hamlet here and getting stuck by the massiveness of the issues: paralysis by analysis.
  3. Assessment. I don’t think I’ve done nearly enough thinking about assessment. The word has become a bit ‘dirty’, perhaps not dissimilar to ‘data’. But we have to know we’re making a difference. Learners have to know where they’re at, and what their next steps are. And this requires assessment, otherwise how will we know what to keep doing, stop doing, or do better? This has offered me food for thought: assessment OF learning = teachers assessing students against goals and standards; assessment FOR learning = teachers using assessment to inform their teaching, and to offer feedback to students; assessment AS learning = students self-assessing and setting learning goals.

But what have I learned about curriculum? In many respects, I am potentially more confused about what constitutes ‘curriculum’ than I was at the beginning. But I don’t necessarily see this as a bad thing. Where does curriculum start and end? I’m not convinced there are firm boundaries around ‘curriculum’, ‘pedagogy’, ‘assessment’. But I do wonder if many schools stumble into their curriculum without deeply considering all the aspects that frame it. I’ve tried to capture some of these things here:

My image, curriculum, November 2018

We need to have open and robust conversations to set the parameters around our local curriculum, and we need to be deliberate in our choices.


This post captures much of the application I have just made to start my PhD in 2018 (yikes!). It is not intended as a criticism of any particular conferences or unconferences I have attended. uLearn17 last week was a blast! For me, it is about whāia te mātauranga hei oranga mō tatou: seek after learning for the sake of your wellbeing.

In April, I was sitting in the crowd at a popular teachers’ conference in Wellington when I realised I was bored. I had spent the day moving from one location to the next merely to listen to someone talk at me from the front of the room. My bottom was numb, I was totally disengaged from the professional learning on offer, and I just wanted to go home. It struck me: in a time when teachers are being asked to “do” school differently (Bolstad et al., 2012), isn’t it time that professional learning and development for teachers looked differently to match?

From this experience, I have begun to wonder about a particular aspect of teachers’ professional development: the conference. It seems to me to be an under-researched and unquestioned mainstay of professional learning.

My image: uLearn17, Design thinking workshop

But what is a conference? It is just one aspect of a broad spectrum of professional learning and development opportunities and experiences. At its heart, a conference is a bringing together of people with similar interests in a fairly formal setting to engage in discussion. So what makes a conference different to a workshop, symposium or seminar? Coming to an appropriate definition will be one of the challenges of this research. For this current purpose, I see a conference as an extended professional learning and development opportunity. One that is both an activity as well as a process by which knowledge is exchanged.

Being part of a learning profession, it is fair and reasonable to require teachers to engage with professional development and research. It is enshrined in the Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must “engage in professional learning and adaptively apply this learning in practice” and “be informed by research and innovations related to: content disciplines; pedagogy…and wider education matters” (p.18).

Thus the conference as an activity continues to be a popular means of accessing and obtaining knowledge as part of a teacher’s professional learning and development, even though research suggests that it has little impact on student outcomes (Timperley et al., 2007). Indeed, there are a huge range of conferences teachers might choose to attend from the formal, such as subject association conferences; vendor-sponsored conferences, for example CORE Education’s uLearn; union conferences, for example by the Post-Primary Teachers’ Association (PPTA); professional networks’ conferences, for example, Secondary Principals’ Association of New Zealand (SPANZ); through to the informal, such as the unconference-style educamps.

As a means of accessing and acquiring knowledge, a conference can be seen as a learning process. Through this lens, a conference could be said to be about the transfer of knowledge. How then, does the model of the conference sit in this Knowledge Age whereby knowledge is increasingly seen less as a noun and more of a verb: something to do something with; a building block not unlike a humble Lego brick (Bolstad, 2011). These questions open up the possibility of exploring the epistemological and ontological aspects of a conference.

While there have been some calls to take different approaches to teacher professional learning and development, such as those made from Bolstad (2011), and Bull and Gilbert (2012), these appear to have had little impact on conferences. This isn’t to say there haven’t been some attempts made, such as the 2016 edchatNZ conference, on whose organising committee I sat. There, we organised teachers into ‘tribes’, with a trained mentor as ‘tribe leader’. While attendees still selected a few breakout workshops to participate in, they spent a significant portion of time as a tribe, working collectively to create an initiative that could potentially evolve beyond the two days of the conference.

Indeed, there are many competing constituent parts to a conference to be considered: the organising committee and its assumptions and agendas; the delegates or participants with their expectations and individual needs to be met; the speakers and presenters with their key messages and unconscious biases. There are considerable sources of tension and friction to explore. In fact, when I start to think about all of the aspects of a conference as both an activity and as a process, I wonder if a conference might meet the definition of a complex system (Johnson, 2007, and Holland, 2014).

Therefore, I am wondering about drawing on complexity theory as an overall approach to this research. I have been struck by the practices recommended by Jennifer Garvey Berger and Keith Johnston in their book Simple Habits for Complex Times (2015): asking different questions, taking multiple perspectives, seeing systems. I have a hunch that this approach may be fruitful in seeking to understand what happens at conferences and why these things happen.

Within this framework, it could be useful to explore the history of the conference: what was a conference originally intended to be? Are there traditions modern conferences draw from, whether consciously or unconsciously? Given the context of conferences as a part of teacher professional learning and development, it may be pertinent to review principles of andragogy, as well as what the literature suggests constitutes effective professional learning, such as those offered in Garet et al. (2001), Desimone et al. (2002), Timperley et al. (2007), and Timperley and Alton-Lee (2008).

It would be interesting to interview attendees from a range of conferences: the teachers and leaders, conference organisers, as well as others present at a conference, such as those on the trade stands. What stories do they have to tell? What insights might they offer into the conference experience? What patterns emerge? It could also be worthwhile to consider why some teachers choose not to attend conferences.

In asking these questions, I am wondering about how conferences operate as a system, not unlike a biological ecosystem such as a rainforest, as well as the position of conferences within the wider education system. Conferences are one aspect of teacher professional learning and development, and thus can be subject to political forces and whims. How do these influence conference organisers and their choice of themes, keynote speakers, communication and marketing strategies?

It seems that there are many questions to be asked of conferences. It will be challenging to consider their constituent parts, and to attempt to see the conference as a whole. Why are conferences popular? If research suggests they have limited impact, why does the model persist? What might be learned from other professions’ conferences, such as those for doctors? Perhaps the key questions to be explored are the seemingly simple ones: what is happening at conferences? Why are those things happening? How might conferences be improved?

These wonderings lead me to my overarching question: How might conference participation support teachers in shifting their practice?


  • Bolstad, R. (2011). Principles for a future-oriented education system. New Zealand Annual Review of Education, 2011-2012(21), 77-95.
  • Bolstad, R., Gilbert, J., McDowall, S., Bull, A. Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching – a New Zealand perspective. Wellington, New Zealand: Ministry of Education.
  • Bull, A. & Gilbert, J. (2012). Swimming out of our depths: Leading learning in 21st century schools. Wellington, New Zealand: NZCER.
  • Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman B. F. (2002). Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
  • Education Council. (2017). Our Code, Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession. Wellington, New Zealand: Author.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes Professional Development Effective? Results from a National Sample of Teachers. American Education Research Journal, 38(4), 915-945.
  • Garvey Berger, J. & Johnston, K. (2015). Simple Habits for Complex Times: Powerful Practices for Leaders. California, United States: Stanford University Press.
  • Holland, J. H. (2014). Complexity: A Very Short Introduction. Oxford, England: Oxford University Press.
  • Johnson, N. (2007). Simply Complexity: A clear guide to complexity theory. London, England: Oneworld.
  • Timperley, H., Wilson, A., Barrar, H., Fung, I. (2007). Teacher Professional Learning and Development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
  • Timperley, H. & Alton-Lee, A. (2008). Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners. Review of Research in Education, 32(328), 328-369.


Yesterday, I listened to this recording of retiring Dean of Education and Social Work at the University of Auckland, Graeme Aitken, in conversation with RNZ’s Kim Hill. While there are many interesting points raised, I’d like to respond with a story about why teaching is an awesome profession. So, here’s the pinnacle of my teaching career…

Ko Pironga te maunga. My photo.

Without meaning any disrespect to the schools that followed, my four years of teaching at Aquinas College in Tauranga remain the absolutely outstanding favourite of my career. It was a new school, had only been open for two years when I joined. I came in with the first cohort of Year 12s, and was their dean. I taught primarily English, but with a little bit of German on the side. Eventually I also became the Assistant Head of the Languages Faculty and the teacher trustee on the Board of Trustees. But this isn’t a story about any of that.

It’s a story of me and the next bunch of Year 12s I had the genuine privilege of being dean to. In my first year at Aquinas, I had two Year 10 English classes. The DP at the time told me that these kids were the best kids in the school. He wasn’t wrong. I felt instantly connected to these two classes – still couldn’t tell you which one was my fave for the year of the two – and, more broadly, loved the year group as a whole. So when I had the opportunity to be their dean two years later, I leapt at the chance.

Such neat young people. Kind, connected, fun, great sense of humour, interested in the world, with a real sense of community. Everything you could possibly want in a young adult. But they weren’t especially enamoured with one of their Maths teachers. There was a bit tension which I was called on at times to mediate. It can be a tricky road to hoe, sometimes, being a dean. You are an advocate for ‘your kids’, but you have a professional responsibility to support your teaching colleagues too.

So, when one of the best of the best kids of the year group came to fetch me from the middle of their Maths lessons, I knew it was serious. I had to act, and to act swiftly. Of course, none of the senior leaders was anywhere to be seen, so I was off. On my high horse. Riding to the rescue. I followed the young woman down the corridor towards… wait, this wasn’t in the direction of the Maths class…

I walked out of the front doors of the school towards the landscaped garden. In front of the large wooden cross (Catholic school, Aquinas College), the whole year group was gathered. I was thoroughly perplexed. What was going on?

The young woman I had been following, turned to me and presented me with a gift. An engraved silver cross: YR12 07.


I almost still don’t know what to say about that moment. Except that it still moves me to tears. This is why you go teaching. To make a difference. And if, very occasionally, that gets acknowledged, then you treasure it to your dying day.

Ahakoa he iti, he pounamu. Though it be small, it is greenstone – it is precious.

iCubed: How design thinking develops lifelong learners

This post was first published on CORE Education’s blog. Click here to see the original.

In an interview with Jesse Mulligan on RNZ last month, Kevin Kelly, founding editor of Wired magazine, said that we have to accept being “perpetual newbies” in this digital era. He argued that “We’re going to have to become lifelong learners. I think this is the major meta-skill that needs to be taught in schools.”

The Organisation for Economic Co-operation and Development (OECD) agrees: “The capacity to continuously learn and apply / integrate new knowledge and skills has never been more essential.” (OECD, 2012, p. 8)

Handily, for us here in Aotearoa New Zealand, The New Zealand Curriculum (NZC) and Te Marautanga o Aotearoa (TMOA) mirror these sentiments. No doubt we are familiar with the call to develop young people who are confident, connected, actively involved, lifelong learners.


Doubly handily, the NZC doesn’t just leave us floundering with the abstract notion of the ‘lifelong learner’, but gives us the key competencies as the means by which lifelong learners are developed. If you like, the key competencies are the ‘how’ to the ‘why’ of the NZC’s vision; they directly support it.

The ‘what’ is the ‘stuff’ teachers decide to do, guided by the essence statements of each learning area. And while there is a lot of ‘stuff’ competing to be on the list of things teachers could do, I’d like to suggest design thinking as a way to develop the key competencies, and thus nurture lifelong learners.

The ‘what’ is the ‘stuff’ teachers decide to do, guided by the essence statements of each learning area. And while there is a lot of ‘stuff’ competing to be on the list of things teachers could do, I’d like to suggest design thinking as a way to develop the key competencies, and thus nurture lifelong learners.

It’s difficult to capture in a succinct sentence what design thinking is. It’s a methodology, it’s a mindset, it’s a kind of inquiry process on steroids. David Kwek does reasonably well when he defines it as an approach to learning that focuses on developing children’s creative confidence through hands-on projects that focus on empathy, promoting a bias toward action, encouraging ideation and fostering active problem-solving” (Kwek, 2011, p. 4)


I like to think of design thinking as being a way to bring people together to explore, learn and co-develop solutions to real-world problems. I see it as having three broad phases:

  1. Immersion: researching, scoping, thinking, exploring, and, most importantly of all: empathising
  2. Ideation: synthesising, defining, brainstorming, creating
  3. Implementation: prototyping, pitching, gathering feedback, refining, problem-solving.

I call it I-cubed.

And I believe that as learners grapple with each phase of the design thinking process, they actively encounter the five key competencies: thinking, relating to others, using language, symbols and texts, managing self and participating and contributing.

By way of a brief example a few years ago my Year 8 English class was exploring how we might welcome new students into our school. We began by putting ourselves in the shoes of a new student. We close-read some passages, we role-played, we conducted interviews. We were using language, symbols and texts, relating to others, and thinking. After generating loads of creative ideas, we formed groups around those we thought might have the greatest impact. We made prototypes, pitched to each other and to key members of staff. We sought feedback, refined our ideas and worked together to find solutions. We were thinking, managing self, participating and contributing.

And while this is a highly surface overview of both the learning and the key competencies that were being fostered, it was clear to me that design thinking is a powerful way to develop creative, empathetic thinkers. And my students thought that too, as one said: “design thinking helps you to learn how to process ideas into something to help people”.

In other words, my students were being “critical and creative thinkers, active seekers, users and creators of knowledge, informed decision makers” (NZC, p. 8). They are lifelong learners.

I’m also presenting on this topic as part of CORE’s Breakfast programme. I’ll be in Dunedin on 8 November.



Other resources

Thinking Conditionally

In this blogpost I seek to bring together my key learnings from participating in Lifehack’s Flourishing Fellowship 2017. I’d like to acknowledge my employers’ support (CORE Education) in attending this programme.

I’m not really sure why I applied to go on the Flourishing Fellowship. I saw it advertised on Twitter and actually thought it would be more relevant to a friend of mine, so I sent her the link. But it kept coming across my radar, so I sent myself the details and let it hang out in my inbox for a while. When the idea wouldn’t go away, I decided to apply even though I had no idea what it really was, nor how it might fit with me. I don’t have anything to do with youth wellbeing. But they mentioned design thinking, which is my jam. And learning about Te Ao Māori, which is something I’m seeking to grow in. So, why not?

I had a grand chat during my interview, and promptly got off the video call to realise that not once had I even mentioned ‘wellbeing’ which seemed to be the main thrust of the Fellowship. Ooops. Interviewing 101 fail. Somehow or other though, I got picked. So, three residential hui later, what have I learned?

Obviously I learned a heck of a lot more about what ‘wellbeing’ is. I would totally confess to having had a very one dimensional understanding of what this is: health. Okay, mental health and physical health, but health nonetheless. You can call it hauora if you like, but it’s solely in the realms of the Heath and PE Curriculum. Right? Even being exposed to the Five Ways to Wellbeing and Te Whare Tapa Whā didn’t especially shift my thinking.


Image source: Egmason, CC BY-SA 4.0

What is wellbeing? I came to realise that the clue was in the name of the Fellowship: flourishing. Thriving. For me, the key question of the three hui is this:

What conditions do we need to grow for young people to thrive?

And now I could see myself in this mahi.

An area of particular interest for me now is systems thinking, and it hinges on that word conditions. What are all the things that need to be in place: environmental, physical, cultural, societal (etc.) for young people in thrive, and in my context, thrive in schools?

This question has taken me to two places – and they are intertwined. The first is a question of how do we know what our system is doing?

IMG_2784 (1)

In the second hui Penny Hagen introduced us to a prototype of a framework which looks at mapping and mobilising conditions for youth wellbeing. The key questions are:

  • How are young people involved?
  • How do we learn and work together to offer best responses?
  • Do our environments show young people are valued and important?

I got very excited by the possibilities of this tool. For me, in the context of education, it is asking about the conditions for learner-centredness. For agency. And these must be crucial for youth wellbeing.

The second place the overarching question of the conditions we need to grow in order for young people to thrive is the knotty question of what we tend to call in schools “student voice”. What do young people tell us about their experiences of school and education? How do we ask them? What do we do in response to what they say?

One of my fellow Fellows offered this phrase: ‘Nothing about us without us’, which reminds me very strongly of the UN Convention on the Rights of the Child, Article 12: ‘Children have the right to have a say in matters that affect them’. And yet, do we really do this in schools? One of my colleagues pointed me to this article by Rachel Bolstad of NZCER: “From ‘student voice’ to ‘youth-adult partnership” in Set, 2011(1), pp. 31-33. In this article, she argues for a shift away from “student voice” towards “youth-adult partnership” which has the potential to be more transformative: to actively “[enlist] young people to help shift the ways schooling is done” (p. 31). For me, one way to do this is to move from designing for to designing with, which I’ve mentioned before here and here. I could go really big here and mention important things like equity and power-sharing, but I think you catch my drift.

And I can’t help but wonder if the New Zealand Curriculum (2007) doesn’t call for us to do this anyway. The same colleague who brought the Bolstad article to my attention has also left me pondering this: the vision of the NZC is a statement of wellbeing. So how might we create the conditions in which young people thrive and become confident, connected, actively involved, lifelong learners?


A random personal blogpost.

Sometimes, if you listen carefully, the universe speaks to you. Sometimes, it needs to shout at me to get my attention.

So I haven’t been very good at keeping the “peaceful optimism” I envisioned when my word for the year found me. But I have recently had some experiences which have nudged me back on track.

I have come to realise that stepping sideways out of the classroom has been a more profound decision to make than I anticipated. I badly underestimated how much of my identity is caught up with what I do. By this I mean that by stepping out of the classroom, I lost sense of what I’m good at, the things I like to do, the nature of my passion for education.

Luckily, the universe shouted.

Firstly, it was the final night of my Lifehack Flourishing Fellowship. We were having a kai and kōrero discussion. We were asked to choose a value from the various cards that were strewn on the floor. I saw a word I did not know, so, of course, I had to pick it up. The value was mōhiotanga: wisdom, enlightenment, sharing knowledge with others.

Secondly, on our final day of the Fellowship, each person anonymously wrote an affirmation for the others. They were packaged up for us to read privately at a later time. Here’s a selection of mine:

img_2799.jpgWithout prompting, nearly half of my affirmations made some comment about wisdom, intelligence, smarts, knowledge.

And then there’s this:


And suddenly I felt back in tune with myself. I had done this survey before. These strengths have not changed. I am a nerd, a cautious nerd, but a nerd nonetheless. I like to read and think and listen and question and discuss and teach. Staying true to these things and using them as reference points to help me make discerning choices will keep me in alignment with myself.

Co-design for Wellbeing

The seeds for this idea have come from many nurseries. One in particular I would like to acknowledge is my place on the Flourishing Fellowship, offered by Lifehack HQ.

Thanks to NetSafe, I have started to think about digital citizenship in the context of wellbeing. In case this isn’t a logical connection for you (because it wasn’t for me), let me offer these thoughts. Digital citizenship is more than cybersafety, although that is an important aspect. Feeling safe and knowing how to keep yourself safe online is crucial. Being online and being a digital citizen means being connected to a community or communities. It entails being respected and respectful. Sharing and contributing. Giving of yourself. These resonate with my understanding of wellbeing, and I can see connections to these concepts and the Mental Health Foundation’s Five Ways to Wellbeing:


In schools, as a gross generalisation, I think we have a tendency to do ‘to’ our students rather than ‘with’. And I think the area of digital citizenship is no different. You may recall that I’ve been thinking about how we seek technical solutions to people problems. And that I frequently urge people to sit deeply with ‘buzzwords’ to think about the vast implications these have for our practice. And that I’ve had a bit of a shift in my design thinking methodology to incorporate co-design.


What if co-design was not just a process to create learner-centred initiatives, but also an empowering methodology by which youth wellbeing was fostered?

The excellent NetSafe Digital Citizenship Capability Review Tool holds student-led digital citizenship initiatives as the ideal for schools. It suggests practices such as: “Our students are active partners when we plan, develop and review digital citizenship and wellbeing” and “Our students drive initiatives that promote the relationship between the positive use of digital technology and wellbeing“.


I would like to develop (or be part of a team which develops) a resource to support schools and their learners to co-create student-led digital citizenship initiatives.

My hunch is that this will have greater impact than other digital citizenship programmes. That co-designed initiatives will be more sustainable. That these initiatives will lead to a more embedded approach to digital citizenship. That co-design develops the key competencies of the New Zealand Curriculum. And that co-design fosters learner agency.

My secret desire is that learning to co-design might lead schools to reflect on their ‘learner-centred’ practices and explore ways in which working with young people shift power structures and genuinely foster agency.

My wonderings are encapsulated in this image, which I gleaned from our second Flourishing Fellowship hui:


and how I might tap into these aspects of expertise, especially mātauranga. What does digital citizenship look like in kura? I need to test my assumptions about learner-centredness, because they are entirely based on my observations of and experiences in English-medium schools. I don’t want to add chocolate sprinkles on the top, I want mātauranga to be a fundamental ingredient to this digital citizenship cake – without which it will not rise.

So, here’s the invitation. How can you help me? What do you know? Who do you know? What can you suggest? What are your thoughts, ideas, and suggestions? Please let me know by commenting below or tweeting me: @AKeenReader.