Browsing by Author | މުސައްނިފުން "Wright, Noeline"

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Article
The ‘critical friend’ role in fostering reflective practices and developing staff cohesion: a case study in a new secondary school, New Zealand
(Routledge, 2015-08-20) Wright, Noeline; Adam, Amina
This exploratory case study, arising from a longitudinal project into the establishment of a new secondary school in New Zealand, examines reflective practice through critical friend roles among staff. The paper describes, through the lens of Bourdieu’s logic of practice, the implementation of a critical friendship approach linked to the school leaders’ vision and aim regarding learning within open classroom spaces as part of a modern learning environment. Reflective practice involves critiquing, rethinking and reframing existing professional practices, often through a critical friendship approach among school staff within a fostered collaborative and open culture. The researchers interviewed six participants (four leaders and two teachers), observed how the teaching and learning took place in the new open classroom spaces, and reviewed blog posts and the school’s website. Findings reveal that critical friendship, as a way to develop staff cohesion, is fostered and supported by the school leaders’ vision and actions, while the physical geography of the new classroom spaces, and the redesign of learning, also make this easier to enact. Staff cohesion, trust and openness to peer scrutiny are hallmark of this emerging school culture. These emerging findings provide some insights into how one new school culture develops cohesion with its stated vision and mission
Article
Maldivian teacher educators’ cultural embodiment and the shaping of ICT habitus in their pedagogical practices
(Waikato Journal of Education, 2014-01-01) Adam, Aminath Shafiya; Wright, Noeline
Bourdieu’s concept of habitus has been widely discussed as a means of understanding cultural habits and practices in various contexts. This article identifies some of the characteristics of Maldivian teacher educators (TE) in terms of their habitus when they incorporate information and communication technology (ICT) in their teacher education programmes. In the Maldives, education is, broadly, teacher-centric and exam-focused. The TEs have this deeply ingrained in their teacher education practices. The findings, generated through an ethnographic approach using narrative interviews, observations and focus group discussions, suggest that TEs generally adopt ICT to make their own roles more efficient without necessarily changing their pedagogy, thus embracing teachercentrism. This article highlights issues linking cultural capital and the formation of specific ICT habitus within this context, thus contributing to understanding of habitus as it applies to teacher education in the Maldives