Education

This course offers a study of the foundations of music and movement as instruments of socio-educational intervention. It explores different dances, corporal expression, and music. In this course students produce or reproduce a variety of choreography and dances. They analyze and design proposals for social action in various contexts that integrate the basic tools of music and movement. 

This course explores key global challenges, including the climate emergency, decolonialization, racism in education, displacement, and migration. The course gives students the means to understand and design proposals (or strategies) to address these challenges. This course takes an exploratory and multidisciplinary look at what is known about climate change and will also examine the inter-relationship between climate change and other key issues. The course provides students the opportunity to creatively explore the role of education in developing hopeful proposals for responding to these challenges and for imagining social, political, and economic alternatives that promote environmental, social, and epistemic justice.

This course introduces students to the field of inclusive early childhood education. The course discusses early child development, as well as the process of identifying specific developmental needs in early childhood and how individuals think about targeting educational interventions for these needs. The course reviews the history of inclusive special education as well as current ethical perspectives, approaches, trends, and challenges in the education of all infants, toddlers, and young children. Students read and discuss theoretical material, case examples, and empirical research, and consider their implications for inclusive educational practice.

This course examines teachers and teaching. It explores teaching traditions, their origins, stories of teaching in New Zealand; stories of teachers that generate change; and how teaching and teachers are understood in diverse contexts such as early childhood, schooling and our wider communities. It considers the following: How should we teach? What counts as knowledge? What contradictions do teachers encounter?