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Dr Andrea Delaune

Contact

Department: School of Teacher Education

Email: andrea.delaune@canterbury.ac.nz

Direct Dial: +64 3 3690125

Office: Rehua Level 5

Language: English

Education is diminished by ‘predictable outcomes’. In exploring the complexities of education, we are opened to innumerable possibilities.
About
Research / Creative works
Projects
Methods & Equipment

Fields of Research

  • Morality, Ethics, and Education
  • Te Tiriti o Waitangi Informed Practices
  • Sustainable Development
  • Intentionality and Intentional Teaching
  • Early childhood education
  • Infant and Toddler specialised pedagogies
  • Anti-Racism Commitment
  • Early Career Researcher experiences
  • Philosophy of Education
  • Tertiary Education
  • Decolonising education

Researcher Summary

My research is dedicated to raising social justice awareness, with a specific focus upon transformative change and pedagogical possibilities in a wide range of disciplines and research areas. I actively seek to resist approaches to education that limit our appreciation of the complexities of learning and teaching, with a view to disrupting binary and didactic enactments  and promoting a pedagogy of attention.

I am currently involved in projects on sustainability, anti-racism commitment, philosophy of education, early childhood education, teacher advocacy, and speculative thinking for educational change. I have research experience focussing upon poststructural analysis of gifted education, morality and ethics education, and conceptualisations of wellbeing. I also have extensive pedagogical experience as an infant and toddler specialist teacher, and in early childhood educational leadership and management.

I am an active and contributing member of the Pedagogies of Possibility group, and seek research investigations that ask questions such as ‘what could be’ and ‘what if’ in order to develop a more socially just world.

I am interested in doctoral candidates that can see their work aligning with my research interests, and I welcome research proposals that may prompt or provoke new thinking about education as a relational undertaking that can promote societal change.

Subject Area: Disciplines

  • Education: Cultural Studies; Early Childhood; Education for Sustainability; Education Theory; Educational Policy Studies; Gifted and Talented Education; Inclusive Education; Māori Education; Pedagogy; Philosophy of Education; Sociology of Education; Teacher Education
  • Call for Chapter Abstracts.pdf

Research/Scholarly/Creative Works

  • Medeiros Nogueira G., Delaune A. and Maciel Vahl M. (2022) Currículo da Educação Infantil no Brasil e na Aotearoa Nova Zelândia. Debates em Educação 14: 64-85. http://dx.doi.org/10.28998/2175-6600.2022v14nespp64-85. (Journal Articles)
  • Gibbons A., Peters MA., Delaune A., Jandrić P., Sojot AN., Kupferman DW., Tesar M., Johansson V., Cabral M. and Devine N. (2021) Infantasies: An EPAT collective project. Educational Philosophy and Theory 53(14): 1442-1453. http://dx.doi.org/10.1080/00131857.2020.1860749. (Journal Articles)
  • Delaune A. (2020) Attention and early childhood education. Christchurch. University of Canterbury. (Theses / Dissertations)
  • Peters MA., Jayne White E., Tesar M., Gibbons A., Arndt S., Rutanen N., Degotardi S., Salamon A., Browne K. and Redder B. (2020) Infantologies. An EPAT collective writing project. Educational Philosophy and Theory http://dx.doi.org/10.1080/00131857.2020.1835648. (Journal Articles)
  • Dean J. and Delaune A. (2019) Supporting young gifted children through transitioning from early childhood education to school. He Kupu 6(1): 19-25. (Journal Articles)
  • Delaune A. (2019) Moral philosophy, Te Whāriki and gender. Educational Philosophy and Theory 51(7): 721-730. http://dx.doi.org/10.1080/00131857.2018.1461085. (Journal Articles)
  • Delaune A. (2019) Neoliberalism, neoconservativism, and globalisation: The OECD and new images of what is ‘best’ in early childhood education. Policy Futures in Education 17(1): 59-70. http://dx.doi.org/10.1177/1478210318822182. (Journal Articles)
  • Delaune A. (2018) Tensions with the term ‘gifted’: New Zealand infant and toddler teachers’ perspectives on giftedness. Australasian Journal of Gifted Education 27(2): 5-15. http://dx.doi.org/10.21505/ajge.2018.0012. (Journal Articles)
  • Delaune A. (2017) ‘Investing’ in early childhood education and care in Aotearoa New Zealand: Noddings’ ethics of care and the politics of care within the Social Investment approach to governance. Global Studies of Childhood 7(4): 335-345. http://dx.doi.org/10.1177/2043610617747980. (Journal Articles)
  • Delaune A. (2016) Emotional, social and relationship development for gifted and talented children in early childhood education. He Kupu 4(4): 61-71. (Journal Articles)
  • Delaune A. (2015) Gifted education for infants and toddlers in Aoteraroa New Zealand: An insight into exemplary practice. Christchurch, New Zealand. University of Canterbury. (Theses / Dissertations)

Future Research

  • Intentionality and the role of the Intentional Teacher
  • ARC-ECE: Anti-Racsim Committment in Early Childhood Education - Pathways to equity, inclusion, and social justice
  • The Interdependence of Wellbeing: Infant and Toddler Teachers and Wellbeing in a post-Covid world
  • Sustainability and sustainability in education
  • Speculative thinking for (un)knowable futures
  • Dialogues for professional development
  • Te Tiriti o Waitangi informed educational practice
  • Education in an age of limits: Thinking critically about educational philosophies and sustainability
  • Experiences of Early childhood teachers in te reo Māori professional development: te reo Māori in ECE pedagogies: He ara whakapakari i te reo Māori
  • Experiences of an 'Early Career Researcher': Views of the 'Utterly Optimistic Academic'

Key Methodologies

  • Philosophy of Education
  • Qualitative Methods (critical discourse analysis, poststructuralist methodologies, case-study research)
  • Critical Policy Analysis
  • Feminist poststructuralism
  • Counter-colonial philosophy
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