NZARE - New Zealand Association for Research in Education

New blog post on Ipu Kererū. In this blog post Imogen Casebourne, Nigel Calder, Kevin Martin, Kate Rhodes and Cynthia James share on their research exploring how to create dialogic spaces in STEM education.

Creating Dialogic Spaces in STEM Education This article explores how shared ground rules help create dialogic spaces in STEM education, where learners can build trust, collaborate meaningfully, and share ideas with confidence. The authors a…

New blog alert!

This article from Dr Imogen Casebourne and her colleagues explores how shared ground rules help create dialogic spaces in STEM education, where learners can build trust, collaborate meaningfully, and share ideas with confidence. The authors argue that when dialogue is intentionally supported, STEM learning becomes more inclusive, collaborative, and empowering.

Read the article on Ipu Kererū:

Creating Dialogic Spaces in STEM Education This article explores how shared ground rules help create dialogic spaces in STEM education, where learners can build trust, collaborate meaningfully, and share ideas with confidence. The authors a…

Nau mai, haere mai!
Join us for the NZARE Māori Caucus Webinar Series.

Celebrating Matariki & Māori Scholarship - Join us for a special Matariki presentation
Matariki hunga nui - Matariki, the gatherer of people.

Featured Speaker
Professor Melinda Webber Distinguished academic, researcher, and leader in
Māori education.

Event Details
Date: Thursday, 16 July 2026
Time: 7:00 PM – 7:45 PM (NZ Time)
Format: Online Webinar
https://teams.microsoft.com/meet/48990736931777?p=kdaJHUoe71

New on Ipu Kererū, NZARE's blog: Elisabeth Price and Peter O’Connor discuss the inception, development, implementation and evaluation of Mitey, a programme to educate every child, every day about mental wellness. Read it here:

Healthy Minds, Mighty Kids: Educating Every Child, Every Day About Mental Wellness Elisabeth Price and Peter O’Connor discuss the inception, the development, the implementation and the evaluation of Mitey, a programme to educate every child, every day about mental wellness

New on Ipu Kererū, NZARE's blog: Caroline Bush explains the importance of reconsidering how learning and school engagement for ESOL learners is designed. Read it now:

Language Justice in Aotearoa: Designing for ESOL Learners Caroline Bush explains the importance of reconsidering how learning and school engagement for ESOL learners is designed.

New blog post on Ipu Kererū, Professor Stuart McNaughton shares Part 2 of the Knowledge Rich series:

Knowledge rich plus strategy rich plus pedagogically rich Stuart McNaughton explains why curricula need to be strategy and pedagogy rich as well as knowledge rich

Kia Ora koutou,

New blog post up on Ipu Kererū:

Is “knowledge-rich” more than a slogan? Graham McPhail explains that a knowledge rich curriculum requires structure, concepts, application and coherence.

New blog post!

Martyn Reynolds and Cherie Chu-Fuluifaga show that Pacific role models do more than inspire careers; they affirm identity, belonging, and possibility. When schools listen to Pacific communities, role-model experiences can teach powerful lessons about culture and care.

Read the full article on Ipu Kererū:

The role of the role model: Learning from Pacific communities. Martyn Reynolds and Cherie Chu-Fuluifaga show that Pacific role models do more than inspire careers; they affirm identity, belonging, and possibility. When schools listen to Pacific communities, ro…

Reminder about our upcoming NZARE SER events starting with:

🤩 May 7th - 6.30-7.30pm: 'Keeping research active' with guest speaker Dr Marta Estellés (University of Waikato) 🤩

https://canterbury.zoom.us/j/99183744423

Dr. Marta Estellés is a Senior Lecturer at the Te Kura Toi Tangata School of Education. She has previously been a Postdoctoral Fellow at the University of Auckland (2020-2022), a Lecturer at the University of Cantabria (2017-2019) and a visiting scholar at the University of British Columbia (2019, 2020) and Arizona State University (2015).

Her research analyses educational policies, discourses, and curricula and their implications for critical education and democracy. Her research draws from a variety of disciplines, including sociology of education, curriculum and policy studies, social studies education, social theory, history and philosophy.

Over the past three years, she has been working on a project funded by the Spencer Foundation, which explores the increasing confluence of safety and citizenship discourses in educational debates.

During her career, Dr. Estellés has received several awards and appointments, including Best Conference Paper Award by the AERA Democratic Citizenship in Education SIG (2024), Research Excellence Award by the Division of Education (2023), and best dissertation in Humanities by the University of Cantabria (2018).

New on Ipu Kererū, NZARE's blog: Leanne Chartrand explains that culturally responsive teaching must move past token gestures toward cultural competence, active advocacy, and a critically conscious effort to decolonise systems. She calls on educators to challenge Islamophobia, revise curricula, and reshape school systems so Muslim students genuinely belong rather than being expected to “fit in.” Read it here:

Beyond cultural responsiveness: The role of teachers in reimagining schools for Muslim learners Leanne Chartrand’s blog post argues that culturally responsive teaching must move past token gestures toward cultural competence, active advocacy, and a critically conscious effort to decolonise sc…