Awards > Herbison Lecture
The Herbison Lecture honours Dame Jean Herbison, in recognition of her outstanding contribution to education. A leading New Zealand researcher is chosen each year to present the Herbison Lecture. The first Herbison Lecture was presented in 1990.
Previous presenters of the Herbison Lecture:
1990: Anne Meade
2012 NZARE Herbison Lecture
Professor Peter Roberts
Peter Roberts is Professor of Education at the University of Canterbury. Prior to taking up his current appointment in April 2008, he worked for thirteen years at the University of Auckland (1995-2008) and seven years at the University of Waikato (1988-1994). His primary areas of scholarship are philosophy of education and educational policy studies. He has taught at all levels of the university system, in both liberal arts and professional programmes, and has supervised several dozen Doctoral and Masters theses and dissertations to completion. Over the years, he has held a number of significant university leadership positions and has chaired numerous committees and working groups. He serves on the editorial panels of thirteen international journals, and reviews for many others. He is Director of the Educational Theory, Policy and Practice Research Hub at the University of Canterbury and Vice-President of the Philosophy of Education Society of Australasia (PESA). In 2008 he was made a Fellow of PESA in recognition of his 'outstanding service to the Society and to the discipline of Philosophy of Education'. In 2010 he was a Canterbury Fellow at the University of Oxford, and in 2012 he has been a Rutherford Visiting Scholar at Trinity College, Cambridge.
Title: "Rethinking Tertiary Education"
Abstract: What should we expect of tertiary education? The emphasis in recent government policy has been on performance, accountability, relevance, and economic advancement. Knowledge has been treated as a commodity and competition within and between tertiary education institutions has been encouraged. This lecture problematizes these dominant trends and offers an alternative way of thinking about the nature and purposes of tertiary education. I stress the importance of ontological, epistemological, ethical, and political questions in understanding teaching and research at the tertiary level. I consider the role tertiary education can play in fostering critical citizenship and comment briefly on some of the implications of my analysis for teacher education.
2011 NZARE Herbison Lecture
Professor Wally Penetito
Wally Penetito is of Tainui descent (Ngati Haua, Ngati Tamatera, Ngati Raukawa).
He has a Dip.Tchng.(Primary), a BA in education and sociology from Massey University and a PhD in education from Victoria University of Wellington.
He has a varied professional career in education teaching in a number of primary schools; in the Maori Advisory Service in Whanganui-Taranaki; in the Regional Office of the Department of Education in Newmarket and later in Head Office, Wellington; and in the Head Office of the Education Review Office, Wellington.
An academic career that began as an extra-mural student at Massey, Palmerston North; a year as a Commonwealth Relations Trust Fellow at the University of London; a period teaching at the University of Waikato; and since 1998 at Victoria University of Wellington.
His research interests are in Maori education, sociology of education, indigenous pedagogy, and place-consciousness in education. He has a number of publications on these topics.
Wally is married to Sheena and live at Raumati Beach, Paraparaumu. They have a family of three with eight mokopuna.
Topic: Where are we now in Maori education - A sense of radical hopefulness
Abstract "Something important is happening in New Zealand today in relations between Maori and Pakeha New Zealanders. Some kind of ambiguous force seems to be operating that is close at hand, yet not quite within reach" (Penetito, 2009, p. 288). There appears to be emerging "a peculiar form of hopefulness" (Lear, 2006, p. 133) one that arises out of despair, that finds a way to regenerate a traditional fighting spirit, that is able to exercise a form of courage that requires the ability to face up to contradictory realities, and at the same time to exercise good judgement. This is the backdrop for a philosophical perspective on Maori education developments over the last 30 years. Kaupapa Maori initiatives have had a major influence on Maori thinking on what possibilities lie ahead for them and their children. The message is simple - there are no inherent limits to what is possible. Maori are asking some fundamental questions about the purposes of education for Aotearoa/New Zealand. The demonstration of resilience portrayed as self-determination and a passion to restore some of the vibrant ideals of what it means to be Maori has been juxtaposed with equal vigour to the pursuit of modern mainstream ideologies and practices. Again the message is simple - Maori are seeking, especially through education, the best of all worlds.
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Prof Stuart McNaughton
Stuart is Professor of Education at the University of Auckland and Director of the Woolf Fisher Research Centre (established 1998). The Centre has a national and international reputation for excellence in research on teaching, learning and development with culturally and linguistically diverse communities. He has research and teaching interests in developmental and educational psychology with a focus on the development of language and literacy, and processes of education, socialisation and culture.
Publications include books on reading and instruction (Being Skilled: The Socialisation of Learning to Read- Methuen 1987) and emergent literacy (Patterns of Emergent Literacy: Processes of Development and Transition - Oxford University Press, 1995); and papers and presentations on many aspects of teaching, learning and development in family and school settings. His most recent book, (Meeting of Minds – Learning Media 2002), develops theory about and extensive examples of effective literacy instruction for culturally and linguistically diverse children.
Current research is focused on properties of effective teaching of literacy and language in the context of research-based interventions with clusters of schools. Research and development interventions which have successfully raised achievement levels with schools have involved over 10,000 children and their teachers in more than 50 schools, including large urban multicultural schools and rural isolated schools. He has been Head of the School of Education at the University of Auckland, and Director of the University of Auckland at Manukau programme. He was a member of the New Zealand government appointed Literacy Task Force and was chair of the New Zealand Literacy Experts Group and sits on literacy advisory committees for the New Zealand Ministry of Education. He is an international consultant on instructional changes in educational systems and the design and implementation of research and development collaborations with schools for innovation and change. Stuart is a past President of NZARE and has served on several NZARE committees.
Honing Hume’s guillotine: Reflections on the promise of school change
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2009 NZARE Herbison Lecture
Dr Cathy Wylie
Cathy Wylie is a Chief Researcher at NZCER. She came to NZCER in 1987. Her previous experience includes lecturing in social anthropology at Victoria and Auckland universities, contract research with a range of government departments, and evaluation of social welfare programmes and policy at the then Department of Social Welfare.
What can we learn from the last twenty years?
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2008 NZARE Herbison Lecture
Professor Joy Cullen
Joy Cullen retired from the full-time position of Professor of Early Years Education, Massey University College of Education, Palmerston North, in 2007. She continues doctoral supervision and to publish in early years education. Earlier academic appointments were at Curtin University of Technology, Western Australian College of Advanced Education and University of Canterbury. Following doctoral studies at University of Alberta, Canada in the late 1970s she was awarded a post-doctoral research fellowship at University of Canterbury, as a special award for the International Year of the Child. She was Joint editor (with John Codd) of New Zealand Journal of Educational Studies, 1993-1997. Recent publications include a chapter on early years literacy in Reading across international boundaries (Soler & Openshaw, 2007) and Early childhood education: Society and culture (Anning, Cullen & Fleer, 2004, 2008). Research interests include education of young children with special educational needs in inclusive educational settings, sociocultural pedagogy in early education settings, the place of content knowledge in a sociocultural curriculum, and supporting teacher research. Joy's research profile reflects the emergence of joint research interests in the newly merged Massey University College of Education where she directed, co-directed and collaborated as researcher in many large external research contracts, in and across the early childhood and primary sectors. Joy acknowledges the contribution of her doctoral students to her thinking and her understanding of qualitative methodologies.
Outcomes of early childhood education: Do we know, can we tell, and does it matter?
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2007 NZARE Herbison Lecture
Emeritus Prof Keith Ballard
"Education and imagination: Strategies for social justice."
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2006 NZARE Herbison Lecture
Dr Geraldine McDonald
Geraldine McDonald was once a homecraft teacher in secondary schools. Her Masters thesis was a study of the effect of playcentre on building a sense of community. As a J.R. McKenzie Fellow at NZCER in 1970 she made a study of early childhood centres in Maori communities. The report was Maori Mothers and Preschool Education. She then became a lecturer at Wellington College of Education before writing a doctoral thesis on the language and thought of Maori and non-Maori children. Appointed to NZCER in 1973 she set up the Early Childhood Unit through which she was able to repay some of her debt to those who had assisted her earlier. She helped Maori Family Education Centres and the New Zealand Playcentre Federation to carry out research projects. In 1977 she was appointed Assistant Director NZCER. A Fulbright award took her to Teachers College Columbia University in 1981. She was Visiting Fellow at the Institute of Education London University in 1990 and the University of Newcastle on Tyne International Centre in 1992. Following retirement she worked as an educational consultant, joined the Department of Teacher Education at Victoria University of Wellington, supervised doctoral theses and helped to set up and teach a Master of Education first offered by Wellington College of Education in 2000. In 2001 she was invited to Hong Kong to advise on the hearing of a human rights case brought against the Education Department.
She was elected inaugural president of NZARE in 1979, a life member in 1987, was the recipient of the NZARE McKenzie Award in 1988, and gave the Herbison lecture in 1993.
2005 NZARE Herbison Lecture
Professor Noeline Alcorn
Professor Noeline Alcorn taught in New Zealand secondary schools for some years before undertaking her doctoral study at the University of California. She held lecturing and management positions at Auckland Teachers' College and was the Director of the Centre for Continuing Education at the University of Auckland where she was responsible for the establishment of the Principals’ Centre, before taking up her current position as Principal and Dean at the School of Education, University of Waikato in 1992. Professor Alcorn has published widely in children's literature, school principalship, action research, and education policy, especially in tertiary and teacher education. In 1999 she published a biography of C.E. Beeby. Professor Alcorn was elected to the Council of the New Zealand Council for Educational Research in 1985 and served as Chairperson from 1988 until 1993. She is a Fellow of the New Zealand Educational Administration and Leadership Society. She is the inaugural chair of the Teacher Education Forum of Aotearoa New Zealand, has served as an auditor for the AAU and will chair the Education Panel for the PBRF round in 2006. She was awarded a Suffrage medal in 1993 and a QSO for Public Service in 2005.
"Evidence and Education: the braided roles and contexts of
2004 NZARE Herbison Lecture
Associate Professor Alison Jones,
Alison Jones is an Associate Professor in the School of Education, and Deputy Pro-Vice Chancellor (Equal Opportunities) at the University of Auckland. Her research interests are various, but most recently her international research publications have focused in three areas of the sociology of education - cross-cultural pedagogy, educational equity in tertiary institutions, and social anxieties about touching children. Her main teaching interest is in doctoral training, particularly in the professional doctorate, the EdD.
"Pedagogy of the gaps: Lessons on evidence, from the beach"
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2003 NZARE Herbison Lecture
Associate Professor Margaret Carr, University of Waikato
Margaret Carr is an Associate Professor in early childhood at the University of Waikato. She has worked with early childhood colleagues and teachers on a number of curriculum development and research projects. Her most recent book is Assessment in Early Childhood Settings: Learning Stories, published in 2001. She is currently the Deputy Chairperson of the NZCER Board.
"Changing the Lens"
2001 NZARE Herbison Lecture
Emeritus Professor Graham Nuthall
Graham Nuthall trained as a primary teacher and speech and language therapist at the Christchurch College of Education. He completed his MA at the University of Canterbury and his PhD in Education and Psychology at the University of Illinois. He was appointed Professor of Education at the University of Canterbury in 1972 and has been a Visiting Scholar at the universities of Queensland, Illinois, Stanford and London.
Professor Nuthall started doing research on classroom teaching and learning when he began using a tape recorder in local school classrooms as part of his MA thesis research in 1959. Since then he has been involved in a series of research projects on how students learn from their classroom experiences and how teachers shape those experiences. His work is notable for the detail with which it traces the experiences of individual students, showing exactly how learning and forgetting occur and how differences in gender and cultural background shape learning and thinking processes. He is acknowledged as one of the leading researchers on classroom teaching and learning and has been invited to give addresses to research conferences and institutes around the world. The results of this research have been published in books and leading international research journals.
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Compilation of Herbison Lectures 1999-2004
Each year, those attending the conference of the New Zealand Association for Research in Education (NZARE) are inspired by the Jean Herbison lecture, which is presented by a leading researcher. In recognition of the quality and significance of the work of these researchers, the NZARE Council decided to make these lectures available to a wider audience through this publication. This volume was compiled by Bev Webber in 2005 and is available from NZCER Press.
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