Learning in Community: The Importance of Values

Paul Keown

WWW.WAIKATO.AC.NZ
THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO

0800 WAIKATO
22 January 2012 1

The Location and Context

4.6m people 70% New Zealand European 15% Maori etc

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Community based-approaches to learning, have become increasingly important in education over the past twenty years.
communities of learners communities of practice

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Literature Review Findings

Conflict about approaches but consistently common or shared values identified; Character (socialization) and Thinking (academic) approaches Values are important at all levels of a curriculum, and should be threaded through A big-tented values approach can create space for inclusive curriculum values (Strike, 1999) Best to have a clear framework and guidance at national framework level but to also ensure flexibility within the framework for further negotiation at school and learning area levels.

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A focus on values and attitudes is very important in establishing and maintaining healthy learning communities.
Sense of fairness Concern for truth Honesty Self respect & self esteem Self discipline Respect for other people and cultures, beliefs, opinions and property Responsibility for ones own actions Trust in other people Aroha (Love) Manaakitunga (Hospitality) Wairua (Spirituality) Tolerance Adaptability

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An approach to working with values in Learning and Practice Communities

Participants should: 1. Have (or develop) some knowledge and understanding of values in social interaction: e.g. values concepts, value traditions and systems etc. 2. Have (or develop) ability to work within the values domain : e.g. express their values; examine with empathy the values of others; critically analyse ideas and values etc. 3. Be encourage to value: eg. empathic listening; difference; curiosity etc.

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A focus on values and attitudes is very important in establishing and maintaining healthy learning communities.
Sense of fairness Concern for truth Honesty Self respect & self esteem Self discipline Respect for other people and cultures, beliefs, opinions and property Responsibility for ones own actions Trust in other people Aroha (Love) Manaakitunga (Hospitality) Wairua (Spirituality) Tolerance Adaptability

22 January 2012

Case Study One: A secondary social science school classroom face to face community (a community of learners)
Sense of fairness Concern for truth Honesty Self respect & self esteem Self discipline Respect for other people and cultures, beliefs, opinions and property Responsibility for ones own actions Trust in other people Aroha (Love) Manaakitunga (Hospitality) Wairua (Spirituality) Tolerance Adaptability

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Case Study Two: An online secondary social sciences teacher professional learning community (a community of practice).
Sense of fairness Concern for truth Honesty Self respect & self esteem Self discipline Respect for other people and cultures, beliefs, opi

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Kotahitanga Principle
everyone is brought together, all personal differences of opinion are aired and, even if they cannot all be incorporated in the final decision/outcome, are given respect.
Adapted from Ritchie Being Bicultural (1992) Kotahitanga means unity, solidarity, coalition

See also Hill (2004) and West Australian Curriculum Values Project

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Main Values Clusters

In tegrity Diff erenc e Res pect Caring Com m unity

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Th inki ng E nv ironm ent P ers everance Fa irnes s

100 90 80 70 60 50 40 30 20 10 0

School & Community Negotiated

The Learning Metaphor: Rowers on the river Purposeful pathways to the future Equip students with the tools to be lifewise and lifelong learners. The Pioneer: Doing our best work We commit to doing our best work in all things We work hard and dig it in when the going gets tough. We dont give up. The Cabbage Tree: Being Who We Are We aim to develop our unique talents and interests and appreciate those in others We grow through life; we are a work in progress Dog Box: Honouring our Heritage We honour our unique identity as Hauraki and as New Zealanders We seek our place in the world as global citizens The Whale rider: leaving a legacy Whale riders are ordinary people who do extraordinary things We show respect for all peoples and cultures, and our natural environment We seek to leave a legacy The Pukeko: Flat Out and Loving It! We give things a go We get involved and contribute to our community Our Guiding Principle: Excellence is Our Tradition Excellence is our guiding principle, the call to become our best selves We pursue excellence with a passion We are a school which demands and supports excellence

The Hawk: Daring to Dream We dare to go after our dreams, that take us higher and further in life We encourage students to go after big dreams

The Hauraki Way: Doing the right thing The Hauraki Way is about showing respect, taking responsibility and considering others We do the right thing even if it is the hard thing Our Motto: Quisque Pro Omnibus (Each for All) Quisque Pro Omnibus is the watermark which permeates everything we do We stand strong, we stand together Kia kaha is our lifeblood

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Issues
Definitely a clear attempt by most schools to work with the curriculum values and build these into over all school policy and curriculum structure BUT Lack of appreciation of the three way structure Tendency to adopt a traditional character education approach Tendency to avoid or downplay some of the key values for a 21st century world Lack of strong second tier support materials Only slow progress toward thinking about how values are integrated into classroom lessons
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Implications for the establishment and maintenance of effective learning communities.

Sense of fairness Concern for truth Honesty Self respect & self esteem Self discipline Respect for other people and cultures, beliefs, opinions and property Responsibility for ones own actions Trust in other people Aroha (Love) Manaakitunga (Hospitality) Wairua (Spirituality) Tolerance Adaptability

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References
Barker, M. (2008). Promoting Values for Citizenship: revising a national education curriculum. In Asia-Pacific Moral, Civic and Citizenship Education. Kuala Lumpur: University of Malaysia. Hill, B. (2004). Values education in schools: Issues and challenges. Primary and Middle Years Educator, 2(2) 20-28. Keown, P., Parker, L &Tiakiwai, S (2005) A Literature Review on Values in the Curriculum. Wellington: Ministry of Education. New Zealand Ministry of Education. (2007). The New Zealand Curriculum for English-medium teaching and learning in years 113. Wellington Learning Media. Ritchie, J. (1992). Being Bicultural. Wellington: Huia Publishers Strike, K. (1999). Can schools be communities? The tension between shared values and inclusion. Educational Administration Quarterly, 35(1) 46-70.

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