Curriculum Matters 19: 2023

Fiona Cram (Ngāti Pahauwera) reflects on her introduction to the new technology of her childhood—the television set. She intersperses her memories of how this device changed her whānau’s dynamics with advice for today’s young people as they clamour for new technology to think more deeply about the associated consequences.

Kauri Tearaura (Ngāti Mahuta, Tainui, and Cook Islands) shares his personal story before expanding on the harm that is done by hate speech, especially to minority communities, such as the Sexual Orientation, Gender Identity, Gender Expression, and Sex Characteristics community (SOGIESC). He suggests that a way forward might be found in diversity, inclusion, and allyship.

Katja Neef reflects on her personal experiences of living as a mixed-raced Asian migrant in Aotearoa New Zealand and how technology and media can exacerbate racial stigmatisation and structural racism.

Hannah Christini concludes the section featuring young people’s experiences of changing technology and links this to her choice of becoming a teacher. She highlights that critical literacy and critical digital skills will be important components of her teaching practice.

Kate Hannah takes umbrage at researchers who decry narrative as not being real research—and, using the stories that the youth writers have shared, highlights the power of storytelling in the freshness, nuance, and hope that they bring to this discussion of technology, identity, and freedom of expression.

This article contributes to debates on how the history curriculum should be organised (i.e., thematically, or chronologically). It also contributes to the limited empirical research that employs a sociocultural approach to history education and the limited empirical research on history education in Singapore. Drawing on semistructured interviews with seven Singapore participants on their ideas about the nature and purpose of learning history, this article explores the implications of… Read more

Digital citizenship education (DCE) is a concept that looks to develop learners as competent, critical, and active participants in digitally connected societies. The New Zealand Curriculum (NZC) conveys a vision of DCE across subject disciplines, yet digital citizenship is scarcely defined in teaching content or learning objectives. This article reviews existing conceptions of DCE and their position in curricula, before using a postdigital lens to develop a novel conception, speculative DCE… Read more