You are invited to join us for a public talk by Dr. Jennifer Tatebe, Senior Lecturer in the School of Critical Studies in Education, The University of Auckland.
Tuesday, March 29
12PM – 1:30PM
Scarfe 310
ABSTRACT
Record population and immigration, new foreign buyer policy, a housing supply and demand imbalance and rising living costs have contributed to unprecedented development in regional areas across Aotearoa New Zealand. This research raises critical questions about the demands of rapid urbanisation on small and rural schools and the local communities they serve. This seminar presents initial findings from a study of primary schools in two of the fastest growing regions in Aotearoa New Zealand that are experiencing the social, economic, and political impacts of rapid urban development. With a focus on school and community engagement, policy and governance, and strategic planning significant urban development challenges for rural primary school governance and leadership will be identified. These study findings highlight the tensions and complexities of this unique context for schools and the communities in which they are located. The seminar concludes with a summary of the school and public outreach of this study and an update on the next phase of the research project.
BIOGRAPHY
Dr. Tatebe is a Lecturer in the School of Critical Studies in Education, specialising in equity and social justice issues. Originally from Vancouver, Canada, she graduated from the University of British Columbia (UBC) with a Masters of Higher Education, Bachelor of Education (Secondary), and Bachelor of Arts in English literature and History. Dr. Tatebe’s teaching and research is informed by her teaching experience in primary, secondary, and alternative education settings in the United Kingdom and Canada; and professional tertiary roles in Student Development and Cooperative Education at UBC. Dr. Tatebe joined the faculty following the successful completion of her doctorate which examined how New Zealand preservice teachers acknowledge and engage with disadvantage and poverty during their teacher preparation programs.