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Ms Benita Kaye Rarere-Briggs

Contact

Department: School of Teacher Education

Email: benita.rarere-briggs@canterbury.ac.nz

Phone Number: +64 3 369 3999 ext. null

Office: Rehua Level 5

Language: English

About
Research / Creative works

Fields of Research

  • Inclusive education in early childhood
  • Culturally inclusive pedagogies

Researcher Summary

My writing and research interests are currently centred on children with disabilities and access and participation in early childhood  educational settings.

Subject Area: Disciplines

  • Education: Cultural Studies; Disability Studies in Education; Diversity; Early Childhood; Inclusive Education; Professional Studies
  • benita-rarere-briggs2.png

Research/Scholarly/Creative Works

  • Surtees N., Taleni LT., Ismail R., Rarere-Briggs B. and Stark R. (2021) Sailiga tomai ma malamalama’aga fa’a-Pasifika—Seeking Pasifika Knowledge to Support Student Learning: Reflections on Cultural Values Following an Educational Journey to Samoa. New Zealand Journal of Educational Studies 56(2): 269-283. http://dx.doi.org/10.1007/s40841-021-00210-7. (Journal Articles)
  • Rarere-Briggs BK. (2016) Co-constructing and enacting a shared vision for culturally responsive and inclusive pedagogy: Enabling preservice teacher growth and development.. Research Symposium presentation: Inquiring into Teacher Professional Learning: Mentoring, Induction and Beyond. (Oral Presentations)
  • Rarere-Briggs B. and Turnock K. (2014) An essential and engaging on-line environment for learning - Making it meaningful. Our journey. In Proceedings: 62-66. (Conference Contributions - Published)
  • Gordon-Burns D., Purdue K., Rarere-Briggs B., Stark R. and Turnock K. (2012) Key factors in creating inclusive early childhood settings for children with disabilities and their families. In Gordon-Burns D; Gunn AC; Purdue K; Surtees N (Ed.), Te Aotūroa Tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand: 155-173. Wellington: NZCER Press. (Chapters)
  • Rarere-Briggs B., Gordon-Burns D., Purdue K., Stark R. and Turnock K. (2012) Do I accommodate his developmental age or do I want him to be with his peers?' (In)exclusionary discourses used in early childhood settings and their implications for teacher education. International Journal of Equity and Innovation in Early Childhood 10(1): 37-59. (Journal Articles)
  • Purdue K., Gordon-Burns D., Rarere-Briggs B., Stark R. and Turnock K. (2011) The Exclusion of Children with Disabilities in Early Childhood Education in New Zealand: Issues and Implications for Inclusion. Australasian Journal of Early Childhood 36(2): 95-103. (Journal Articles)
  • Rarere-Briggs B. and Stark R. (2011) Shaking our complacency: Reflections of our silencing and privileging of the Treaty of Waitangi-te Tiriti o Waitangi within a teacher education course. Melbourne, Australia: Honoring the Child, Honoring Equity 11, 18-19 Nov 2011. (Conference Contributions - Other)
  • Stark R., Gordon-Burns D., Purdue K., Rarere-Briggs B. and Turnock K. (2011) "I'm scared of that baby (child with disabilities)": Children's understandings and experiences of disability, inclusion and exclusion in early childhood education. Melbourne, Australia: Honoring the Child, Honoring Equity 11, 18-19 Nov 2011. (Conference Contributions - Other)
  • Stark R., Gordon-Burns D., Purdue K., Rarere-Briggs B. and Turnock K. (2011) Other parents' perceptions of disability and inclusion in early childhood education: Implications for the teachers' role in creating inclusive communities. He Kupu 2(4): 4-18. (Journal Articles)
  • Turnock K., Gordon-Burns D., Purdue K., Rarere-Briggs B. and Stark R. (2011) "I'm scared of that baby": How adults and environments contribute to children's positive or negative understandings and experiences of disability in early childhood. New Zealand Research in Early Childhood Education (14): 23-37. (Journal Articles)
  • Gordon-Burns D., Purdue K., Rarere-Briggs B., Stark R. and Turnock K. (2010) Quality inclusive early childhood education for children with disabilities and their families: Implications of a sociocultural curriculum. Christchurch, New Zealand: 12th Annual New Zealand Early Childhood Research Symposium, 6-6 May 2010. (Conference Contributions - Other)
  • Gordon-Burns D., Purdue K., Rarere-Briggs B., Stark R. and Turnock K. (2010) Quality inclusive early childhood education for children with disabilities and their families: Learning from research. International Journal of Equity and Innovation in Early Childhood 8(1): 53-68. (Journal Articles)
  • Jansen C., Martin T., MacFarlane A., Rarere-Briggs B. and Todd T. (2010) Hikairo Rationale in Initial Teacher Education Pilot. Christchurch, New Zealand: Staff Hui – University of Canterbury. (Oral Presentations)
  • MacFarlane A., Jansen C., Rarere-Briggs B., Martin T., Todd N., Fa'afoi A. and Taleni T. (2010) He Kakano. University of Canterbury: Culturally Responsive Pedagogies Hui. (Oral Presentations)
  • Purdue K., Gordon-Burns D., Rarere-Briggs B., Stark R. and Turnock K. (2010) "Do I accommodate his developmental age or do I want him to be with his peers?" Disability discourses and theories of child development used in early childhood settings: Implications for the teaching and inclusion of children with disabilities. Melbourne, Australia: Honoring the Child, Honoring Equity 10, 18-20 Nov 2010. (Conference Contributions - Other)
  • Purdue K., Gordon-Burns D., Rarere-Briggs B., Stark R. and Turnock K. (2010) Quality early childhood education for children with disabilities and their families: Implications of a sociocultural curriculum. Christchurch, New Zealand: Early Childhood Council Annual Conference, 7-9 May 2010. (Conference Contributions - Other)
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