(Free Webinar Alert) “The Social Fabric of Learning: Weaving Sociological Insights and Perspectives into the Modern Teaching Practices”

The graduate students of Sorsogon State University in the course PhD 702 Seminar in Educational and Social Philosophy under Dr. Vivien L. Chua cordially invite everyone to a free webinar titled, “The Social Fabric of Learning: Weaving Sociological Insights and Perspectives into the Modern Teaching Practices” this December 15, 2024 (Sunday) from 8:00 am to 12:00 noon.

To register, please click the link below
https://bit.ly/socinsights

To join the webinar, here’s the Zoom link
https://us06web.zoom.us/j/89786522927…
Meeting ID: 897 8652 2927
Passcode: 792592

A culturally and linguistically diverse, family-facing low SES college community committed to sociological-informed pedagogy: A case study of wrap-around inclusivity

Tamaki College – a senior-level school – Years 9-13, has needed to be agile in responding to changing demographics, a school that is committed to sociologically-informed, wrap-around educational practices.

The recent Taliban takeover in Afghanistan, culminating in the control of Kabul early 2021, dramatically changed the lives of families living in the Bamyan Province. From largely peaceful village and agricultural lives in tight-knit rural communities, they went into hiding and escape mode. Numbers of these families arrived in the Tamaki area of Tamaki Makaurau (Auckland, New Zealand), 2021-2023 and their children enrolled in local schools and Tamaki College.

Other new migrant and non-quota refugee students also enrolled from 2021 and 2024, their countries of origin including Colombia, Chile, Eritrea, Sri Lanka, Bangladesh, Argentina, Iran.

For many of these newly enrolled students, their journeys to New Zealand have included long periods in refugee camps or transit countries, with no schooling opportunities.

This presentation will describe the practices Tamaki College has implemented to cater as effectively as possible for the newly enrolled students and their families’ educational and social needs, and their overall hauora (well-being), 2021- 2024.

The school has endeavoured to put into action the nested ecological systems of Bronfenbrenner (1917-2005), orientated towards the social, emotional, physical and educational well-being of the students and their families. These practices will be described in some detail. Challenges, opportunities and outcomes will be discussed.

Dr. Jannie Van Hees is a leading New Zealand language learning expert. Her educational expertise is the result of years of experience as a classroom teacher and teacher educator, nationally and internationally. She has been Project Director, trainer and facilitator for a number of NZ Ministry of Education professional development programmes, written and produced a wide range of teacher and learner resources, and authored a number of highly respected texts. In 2019, she left the University of Auckland to set up her own educational consultancy.

The majority of her work is with teachers and school communities contextualized in Pasifika and diverse cultural and linguistic communities in NZ. She has extensive experience working outside NZ in Pacific and Pacific Rim countries, including three major pieces of work: in Niue (2015-2017), as a VSA teacher and education trainer and resource developer for two years on the outer island of Atiu, the Cook Islands, and as a lecturer in Guiyang University, China under the MFAI (Te Kauono Tutara e te Mana Tiaki). Refugee education and supporting refugee families to transition into life here in Aotearoa New Zealand has been deeply rewarding work she has undertaken for many decades.

Digital Tools to Support Language Learning: Insights and Experience from an International Teacher

This presentation explores the practical application of cutting-edge digital tools in enhancing students’ language skills, drawing from my experience as an international teacher in a Cambridge curriculum school.

Attendees will discover: