phd in education university of auckland

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Doctor of Philosophy (PhD)

The Doctor of Philosophy (PhD) is the University's highest qualification. The degree is undertaken by research only and leads to advanced academic and theoretical knowledge in a specialist area.

The PhD is suitable for students who want to pursue an academic or research career, or a senior position in the public or private sector. Doctoral studies present you with the opportunity to generate new ideas that can benefit business and society. You will make a significant original contribution to knowledge and understanding in your field of study and meet recognised international standards for your work.

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Applications received after the application date will be considered on a case-by-case basis otherwise the application will be held over for the subsequent start date.

• Fees shown are based on a full-time workload for the points indicated next to the fee. The exact fee charged will depend on which courses you select at the time of enrolment.
• Fees are subject to change year to year. If you are planning for study beyond the current year, fees may vary from those stated.
• There may also be other fees and charges you need to pay .
• International students' tuition fees reflect the full cost of tuition. Domestic students' tuition fees are less due to a proportion of the tuition fees being funded by the New Zealand Government.

Indicative 2024 international fees

Scholarships

• Entry requirements
• Application process
• What you study
• Career opportunities

Minimum entry requirements

Must normally have completed the following in a discipline appropriate to the proposed research:

• Master’s degree with honours OR
• Bachelor’s degree with honours (equivalent to 4 years of study)

The degree must normally have been gained at the standard of first class or second class (first division) honours from this University or a recognised equivalent. The degree should include advanced learning in research, execution of a research project and a written report on the research.

International student entry requirements

English language requirements

Engineering, Computer and Mathematical Sciences

• IELTS (Academic) 6.5 overall with 6.5 in Writing and no band less than 6.0

All other study areas

• IELTS (Academic) 6.5 overall with 7.0 in Writing and no band less than 6.0

Other requirements

Acceptance is subject to the availability of staff for supervision, prior research preparation and appropriate facilities.

How to apply for the Doctor of Philosophy

• Apply online and submit all required documents at least three months prior to the intended start date
• The Graduate Research School will assess your eligibility and forward to the relevant faculty to confirm possible research areas and supervisors
• Where the faculty confirms the availability of resources, including supervision, they will request for you to complete the formal research proposal (PGR2). Your PGR2 Research Proposal, including supervisory signatures, must be submitted to your Faculty Postgraduate Office a minimum of four weeks prior to your intended start date. If you are planning to start on 1 February, submit your signed PGR2 by 15 December.
• Once the research proposal is confirmed by the faculty, it will be sent to the Graduate Research School for approval and to issue an Offer of Place

For general enquiries for the Doctor of Philosophy programme please contact [email protected] .

Preparing a PhD research proposal

Prospective PhD applicants are required to prepare a formal research proposal, specifying the field of research and a general research question you wish to investigate.

Admission to a doctoral programme

Guidelines for the Faculty of Business, Economics and Law

Guidelines for the Faculty of Culture and Society

Information we need to assess your application

We require the following information:

• Faculty and/or field you wish to conduct your study in
• Academic transcripts
• Grading scale for postgraduate qualification
• Degree certificates (undergraduate and postgraduate)
• Title of the thesis/dissertation/research project
• 1-2 page document (maximum) outlining your proposed research project
• Curriculum vitae (CV)
• If English is not your first language you need to provide evidence of English language proficiency – IELTS (Academic) test results or recognised equivalent. If your postgraduate study was completed in English within three years, this may be waived

Once the required information is received, we will forward your enquiry to the relevant faculty who will communicate to you about the outcome of your application, possible research areas and supervisors.

Requirements for specific subjects

Art & design.

We require a portfolio (between 10-15 annotated images as a pdf or PowerPoint file or a URL for a website)

Provide evidence of completing the courses Microeconomics, Macroeconomics and Econometrics at postgraduate level. Course syllabus or similar is required for assessment of comparability of those courses to those taken in New Zealand

Doctoral students will attain the knowledge, values and attributes to make significant contributions to their professional communities and societies through further high-quality research, and developments.

You put together a proposal that critically reviews work done in your area of research. This requires a suitable research methodology and a timeframe for completion of the degree. You are expected to publish one or more papers for a reputed international conference in your chosen area of research.

Once you have completed your research proposal, you refine your design, collect data and conduct your research as appropriate. Data is collected and analysed and the results are published at international conferences. A journal publication is also encouraged at this point.

The first step in the final stage of the PhD is finalising the data collection and analysis. You then write your PhD thesis and submit it to the supervisor for feedback. It could take two or three drafts before the thesis is ready for submission and examination.

Skills you will develop as part of the PhD

The outcomes for graduates of the Doctor of Philosophy are outlined in the Graduate Profile below.

Graduate Profile

It is expected that graduates with a Doctor of Philosophy will have gained the necessary skills and qualifications to follow an academic or research career. Alternatively, your research topic may lead you to a position of expertise in your chosen field. The opportunities to apply the knowledge and skills you gain through a PhD will be extensive, both in industry and academia.

The information on this page was correct at time of publication. For a comprehensive overview of AUT qualifications, please refer to the Academic Calendar .

AskAuckland

Your online help and support centre, applying for a phd with the faculty of medical and health sciences.

If you are interested in applying for a PhD at The University of Auckland, you can make an application using our application portal, so that we can evaluate your academic background and match your research interests with an appropriate supervisor. To make an application, please visit  Apply to Study .

For guidelines on the application process, and the entry requirements of a PhD with the Faculty of Medical and Health Sciences, please see the Faculty of Medical and Health Sciences guide to the doctoral registration process .

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University of Auckland

The University of Auckland’s main City Campus is located in the heart of Auckland, which is ranked fourth out of 215 world cities for quality of living in the 2009 Mercer Quality of Living Survey (see www.mercer.com/qualityofliving). Auckland’s harbour setting, magnificent beaches and verdant bush make it a great place to study and work, while the University’s close proximity to New Zealand’s major business city enables staff and students to rub shoulders with leading practitioners in their field. For example, medical students work alongside leading specialists at Auckland City Hospital while the Faculty of Law is within walking distance of the courts and major legal firms. The Business School has a close relationship with leading Auckland companies and academics from our Faculty of Engineering, School of Population Health and School of Architecture and Planning serve on think-tanks helping to shape the city’s future.

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Doctor of Philosophy

This course is available

Level of Study

Doctoral Degree

The PhD is a globally recognised postgraduate research degree and the highest level of degree you can achieve. PhD students are critical, curious, creative thinkers who undertake original research over at least 3 years.

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Doctor of Philosophy – PhD

A prestigious research qualification that demonstrates your ability to carry out independent and original research in your chosen field.

Entry requirements

• Qualification structure
• Courses & specialisations
• Fees & scholarships

Type of qualification

Level of study.

Once you’ve graduated with a bachelor’s degree – or have equal experience – you can study at the postgraduate level. Doctoral qualifications require additional entry requirements.

More about study levels

Our courses follow the New Zealand Qualification Framework (NZQF) levels.

Find out more about NZQF levels

Time to complete

Where you can study.

• International students

International students are not New Zealand citizens or residents.

Definition of New Zealand citizens and residents

Admission application due dates Course enrolment dates for accepted students Semester dates

Study a Doctor of Philosophy – PhD

To do a PhD you need to have a passion and commitment for your discipline.

The degree is awarded for a thesis that demonstrates your ability to carry out independent and original research. It also needs to provide a significant contribution to the knowledge and understanding of a field of study.

Opportunities for research and career development

Developing effective communication skills are prioritised at Massey. We support you with research communications events such as the 3MT (Three-Minute Thesis) competition. 

We also place great importance on personal effectiveness. We offer you the opportunity to do the Strengths@Massey programme. This supports the building of good relationships with supervisors and peers and informs effective ways of achieving research outputs.

We also provide opportunities for intensive writing through our three-day thesis writing boot camps. You are provided with the support and infrastructure that allows you to dedicate your time to writing without any distractions

Research training

You will have access to a whole suite of workshops through support services such as the library, the Centre for Teaching & Learning, Career Hub and the Graduate Research School. These include:

• highly tailored writing sessions
• training on using databases and data management
• project management
• understanding research funding
• applying for a grant through to intercultural communications
• entrepreneurship and innovation.

You can find more information on our  prospective doctoral students pages.

A PhD is a good fit if you:

• want a research career in industry or academia
• have a passion for your subject
• wish to become an expert in your field.

Admission to Massey

All students must meet university entrance requirements to be admitted to the University.

• Massey University entry requirements

Specific requirements

To enter the Doctor of Philosophy (PhD) programme you will:

• have completed a postgraduate bachelor's (honours) or master's degree with First Class Honours or Second Class Honours (Division I) B+ equivalent, or equivalent qualification
• have sufficient independent research experience to satisfy the Doctoral Research Committee that you have the capacity to successfully undertake the programme.

Massey University’s Doctoral Research Committee administers the PhD. Registration must be supported by the relevant Head of School/Centre who will agree to provide supervision and facilities for your research.

Please note that there are more applicants than places on the programme. If you meet the above conditions you will also go through a selection process including an interview. If successful in this process, you will be offered a place.

English language requirements:

Academic IELTS score of 6.5 with no band less than 6.0* - this must be achieved in one sitting; or a minimum TOEFL iBT of 90 overall (minimum of 20 in writing). These tests are valid for two years.

*Note: The Institute of Education requires an overall score of 6.5, with a minimum of 7 in Reading and Writing and a minimum of 6 in Listening and Speaking.

• English language requirements

International qualifications

International qualifications will be assessed in terms of their broad equivalence to a Massey honours or master’s degree with Grade Point Equivalency. Typically this should be 75% or B+. Admissions with Equivalent Status will be used to assess the quality and ranking of the overseas institution.

• Admissions with equivalent status information

A qualifying degree, like domestic qualifications, must include a supervised research component such as a substantial thesis or dissertation and previous research methods study is recommended.

Academic references

You must supply good academic references. The referees should know you in an academic capacity. At least one should be a supervisor for the research component of your most recent qualification (honours/masters). Contact them before you submit your application. Follow up to make sure they have received the request. We do not accept personal friends or relatives as referees.

Documents you need to provide

Following the admission screening stage, we may request verified copies of the following documents:

• transcripts for all tertiary qualifications, master's, bachelor's etc, even if these are incomplete
• grading legends for all tertiary qualifications
• all graduation certificates, unless completion is noted on the transcripts
• Curriculum Vitae
• references to any publications you have
• English language test results (if you are from a country where English is not the first language)
• evidence of your citizenship.

Please make sure you have all of these ready before applying as it will speed up the application process.

Maximum time limits for completion

There are maximum time limits for this qualification. If you do not complete within the maximum time, you may be required to re-apply for the qualification if you wish to continue your studies.

More information

• Read the  regulations  for this programme thoroughly
• Contact us through the Get advice button on this page if you have any questions.

Official regulations

Review this important information before you apply for this programme. This gives you full details of the rules and regulations about what you need to study and what you must achieve in order to graduate with this qualification. That includes structure, courses and requirements.

Returning students

For returning students, there may be changes to the majors and minors available and the courses you need to take. Go to the section called ‘Transitional Provisions’ in the Regulations to find out more.

In some cases the qualification or specialisation you enrolled in may no longer be taking new enrolments, so may not appear on these web pages. To find information on the regulations for these qualifications go to the Massey University Calendar.

Please contact us through the Get advice button on this page if you have any questions.

Structure of the Doctor of Philosophy

If you are interested in a PhD at Massey, you should consult with the postgraduate coordinator for the specific subject area you are interested in.

• Staff expertise database

International students are required to have appropriate insurance cover. Massey has a default cover, StudentSafe, which is the preferred insurance provider.

If you have any questions, contact us through the Get advice button on this page.

Courses and specialisations

Credit summary, 360 credits.

Requirements include the completion of a thesis which includes a provisional year. This means your progress will be assessed after 9-12 months (full-time) or 12-16 months (part-time) before you are fully registered as a PhD candidate.

You will be required to report on your progress every six months.

The final examination process includes the submission of a written document (thesis) and an oral defence. If you are in the Creative Arts, the examination may include an exhibition/installation/performance, with an exegesis, and oral defence.

Course planning key

Fees and scholarships, fees, student loans and free fees scheme.

Your tuition fees may be different depending on the courses you choose. Your exact fees will show once you have chosen your courses.

There will also be some compulsory non-tuition fees and for some courses, there may also be charges for things such as study resources, software, trips and contact workshops.

• Get an estimate of the tuition fees for your qualification
• View a list of non-tuition fees that may be payable

Already know which courses you're going to choose?

You can view fees for the courses that make up your qualification on the course details pages.

• Course search

Student loans (StudyLink) and Fees Free scheme

You may be eligible for a student loan to help towards paying your fees.

The New Zealand Government offers fees-free tertiary study for eligible domestic students. Find out more about the scheme and your eligibility on the Fees Free website. To use the site's eligibility checking tool, you will need your National Student Number.

Current and returning Massey students can find their National Student Number in the student portal.

• Student loans ( StudyLink )
• Student portal

Doctoral fees

You can start your PhD study at anytime throughout the academic year.

Normally you will pay full tuition fees from the start of each calendar year, with the exception of the first and final year of your study, which may be a partial year, depending on your start date.

Fees are not charged once you submit your thesis for examination.

The New Zealand government provides all international PhD students with a government subsidized scholarship which allows international students to pay tuition at the domestic fee rate. As part of the Immigration New Zealand student visa requirement, you will need to pay your full first year tuition fee at the time of accepting your Offer of Place and before you can enrol.

• Find out more about fees

Scholarship and award opportunities

• Alex C P Chu Trade for Training Scholarship
• Amelia Earhart Fellowship
• Antarctica NZ Postgraduate Research Scholarships
• ANZMES research funding opportunities
• Asia New Zealand Foundation Postgraduate Research Grants
• BRANZ Postgraduate Scholarships
• Catherine Baxter Dairy Scholarship
• China Scholarship Council (CSC) - Massey University PhD Scholars Programme
• Colin Aiken Plant Breeding Bursary
• Dr Eric Ojala Postgraduate Scholarship in Agricultural Policy Research
• Edward & Isabel Kidson Scholarships
• Farmers' Union Scholarship
• Garrick Latch Postgraduate Travel Grants
• George Mason Sustainable Land Use Scholarship
• Gosling Ornamental Horticulture Bursary
• Helen E. Akers Postgraduate Scholarship
• Henry Kelsey Research Scholarships
• Heseltine Ecology Bursary
• Hurley Fraser Postgraduate Scholarship
• Joe Walding Memorial Bursary
• Johannes August Anderson Postgraduate Scholarship
• John Hodgson Pastoral Science Scholarship
• John Waller Doctoral Scholarship
• Julie Alley Bursary
• Leonard Condell Farming PhD Scholarship
• Leonard Condell Farming Postgraduate Scholarship
• Lois Turnbull Postgraduate Scholarship
• Macmillan Brown Agricultural Research Scholarship
• Mary Mallon Memorial Scholarship
• Massey Singapore Food Technology PhD Scholarship
• Massey University Alumni Doctoral Scholarship
• Massey University Doctoral Scholarship
• Massey University Pacific Success Scholarship for Doctoral Students
• Millar Massey Buchanan Scholarship
• Murray and Terry Scholarship
• NZ Pork Industry Postgraduate Scholarship
• Peter Densem Postgraduate Scholarship
• Professor Ren Jizhou Scholarship
• RHT Bates Postgraduate Scholarship
• Ross Beever Memorial Mycological Award
• Sasakawa Fellowship Fund for Japanese Language Education (SFFJLE) Postgraduate Scholarship
• Sinclair Cummings Veterinary and Animal Sciences Scholarship
• Sports Turf Scholarship
• Sydney Campbell Foundation Postgraduate Scholarship
• Taranaki Tree Crops Scholarship
• Tarling Trust – NZASIA Grants
• The Agricultural Life Sciences PhD Travel Grant
• The Centenary History of New Zealand and the First World War Heritage Scholarship
• The HOPE Foundation for Research on Ageing Scholarship
• The Miss E L Hellaby Indigenous Grasslands Research Trust
• The Ryoichi Sasakawa Young Leaders Fellowship Fund (Sylff) Postgraduate Scholarship
• William Reed Scholarship

Fees disclaimer

This information is for estimation purposes only. Actual fees payable will be finalised on confirmation of enrolment. Unless otherwise stated, all fees shown are quoted in New Zealand dollars and include Goods and Services Tax, if any. Before relying on any information on these pages you should also read the University's Disclaimer Notice .

What our students say

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Doctor of Philosophy

“Massey University provides an excellent platform for international students.”

Doctor of Philosophy in Nursing

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Certificate of Proficiency Sub Degree – CPSBD

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Useful planning information

• Find more courses or qualifications
• Planning your study
• Application process overview
• Semester dates
• Fees and funding
• Scholarships and awards search

Key information for students

Compare qualifications and academic information across different New Zealand institutions. Learn more on careers.govt.nz

EDUCATION & SOCIAL WORK

Master of Educational Leadership (Online)

Gain the theoretical insights and practical leadership skills that can advance your career, develop your leadership and improve the quality of education for young people.

Register for Webinar

Entry requirements.

A GPA/GPE of 5.0,

Three years of relevant work experience.*

Next Start Dates

• Semester 1: 3 March (Applications close 17 February)
• Semester 2: 21 July (Applications close 7 July)

Full Programme Fees

$12,783.60* (estimate)

This programme is not available to international students.

Programme Overview:

Who, what, why.

Dr Deidre Le Fevre is an Associate Professor and Head of Graduate Programmes in Educational Leadership in the Faculty of Education and Social Work at the University of Auckland.  She began her career as an elementary school teacher in New Zealand and the U.K before completing her PhD (Ann Arbor, Michigan) and moving into research and teaching at Washington State University.  On return to New Zealand she has lead large-scale research projects investigating effective leadership and professional learning practices for educational change and improvement. Her research publications focus on practices that support leaders and facilitators improve their interpersonal effectiveness and solve complex problems.  She brings knowledge and skills in understanding organisational change, the development of professional capability and effective leadership.

• Programme Summary
• Programme Structure
• Programme Benefits

• Understanding of current debates in educational leadership and an appreciation of their impact on key stakeholders (e.g. learners, teachers, parents, whānau).
• Capacity to lead culturally responsive practices in leadership that are responsive to diversity and embrace difference.
• Demonstrate intellectual openness and curiosity , and undertake independent inquiry using appropriate research methodologies and methods.
• Engage in effective conversations about complex and difficult issues.
• Capacity to develop a stance of adaptive expertise in working to address systemic challenges in education.
• Commitment to ongoing professional learning and the development of personal and professional practice.
• Ability to identify, define, analyse, and solve problems of practice in a flexible manner.
• Demonstrate a focus on educational change that can have a positive influences on cultural, environmental, national and international issues.
• Understanding of Māori world views on leadership and learning and a commitment to the Treaty of Waitangi.
• Engage in educational inquiry as a means for problem solving and effective leadership in educational settings.

* Our Programme Advisors will provide all official programme information, including regulations about entry, enrolment, course fees, examinations and requirements for degrees, diplomas and certificates as per the University Calendar. Courses are paid per Semester. Fees are set in advance of each calendar year and will be updated on this website. Fees are inclusive of 15% GST, but do not include the Student Services Fee, course books, travel and health insurance, or living costs. Amounts shown are indicative only. In addition to the tuition fees, there is a Student Services Fee of $4.44 per point (online). Fees will be confirmed upon completion of enrolment into courses.

Master of Educational Leadership – Enquiry Form

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• Education and Social Work
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• You are currently on: Publications

Knowledge and education publications by KERU members.

• Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
• Morgan, J. (2019). Culture and the political economy of schooling: what’s left for education? (London: Routledge)
• Barrett, B., Hoadley, U. & J. Morgan, (Eds.), (2018). Knowledge, curriculum and equity: Social realist perspectives. London: Routledge.
• McPhail, G., V. Thorpe. V., & Wise, S. (2018). Educational change and the secondary school music curriculum in Aotearoa New Zealand. London & New York: Routledge, Taylor & Francis Group.
• Barrett, B. & Rata, E. (2014). (Eds.), Knowledge and the future of the curriculum: International studies in social realism . Basingstoke, UK: Palgrave MacMillan.
• Rata, E. (2012). The politics of knowledge in education . London & New York: Routledge.

Journal Articles

• Lourie, M. (2020) Recontextualising 21st century learning in New Zealand education policy: The reframing of knowledge, skills and competencies. New Zealand Journal of Educational Studies. https://doi.org/10.1007/s40841-020-00158-0.
• McPhail, G & McNeill, J. (in-press)Music education and the neoliberal turn in Aotearoa New Zealand, Action, Criticism, and Theory for Music Education.
• McNeill, J., & McPhail, G. (2020). One Direction: Strategic challenges for twenty-first century secondary school music. Music Education Research.doi:10.1080/14613808.2020.1796952
• McPhail, G. (2020). The search for deep learning: a curriculum coherence model. Journal of Curriculum Studies. doi:10.1080/00220272.2020.1748231
• McPhail, G. (2020). Twenty-First Century Learning and the Case for More Knowledge About Knowledge. New Zealand Journal of Educational Studies. doi:10.1007/s40841-020-00172-2
• Pountney, R., & McPhail, G. (2019). Crossing boundaries: Exploring the theory, practice and possibility of a 'Future 3' curriculum. British Educational Research Journal, 45(3), 483-501. doi:10.1002/berj.3508
• McPhail, G., & Rata, E. (2019). The knowledge democracy connection and music education. Philosophy of Music Education Review, 27(2), 112-132. doi:10.2979/philmusieducrevi.27.2.02
• Ormond, B. M. (2020). Historical Context in Secondary Education. Bloomsbury Education and Childhood Studies. DOI: 10.5040/9781350996526.0001
• Rata, E. (2021). The Curriculum Design Coherence Model in the Knowledge-Rich School Project. Review of Education. DOI: 10.1002/rev3.3254
• Rata, E. (2021) Context and Implications Document for The Curriculum Design Coherence Model in the Knowledge-Rich School Project. Review of Education. DOI: 10.1002/rev3.3253

Book Chapters 

• Lourie, M. (in-press). Subject knowledge in education policy. In Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
• Morgan, J. (2020). The prospects for knowledge socialism in one country. In: M. A.Peters, T. Besley, P. Jandrić, X. Zhu(eds.) Knowledge socialism: the rise of peer production: collegiality, collaboration and peer production. Springer: Singapore
• Morgan, J. (in press) Why we still need a political theory of the curriculum. In: Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
• McPhail, G. (2020a). Curriculum Integration in Flexible Learning Environments, Challenges for Teachers, and Teacher Education. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 6 pages). Singapore: Springer. doi:10.1007/978-981-13-1179-6_369-1
• McPhail, G. (in-press). Approaches to teaching for achieving equitable outcomes. In Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
• Ormond, B. (in-press). Knowledge marginalisation in curriculum and practice: Walking the tightrope between curricula freedom and accountability. In M. Lourie & G. McPhail (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
• Rata, E. (2020). The History of an Intellectual Dispute at Auckland’s School of Education. In Bonal, X., Coxon, E., Novelli, M. Amd V.P. Toni. Roger Dale Festschrift. Springer.
• Rata E., McPhail G. (2020) Teacher Professional Development, the Knowledge-Rich School Project and the Curriculum Design Coherence Model. In: Fox J., Alexander C., Aspland T. (eds) Teacher Education in Globalised Times. Springer, Singapore
• Rata, E. (2021). Foreword. In Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
• Rata, E. (2021). Powerful knowledge and a progressive subject curriculum. In Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. (pp. 14-23). Springer.
• Rata, E. (2021). Curriculum Coherence and the CDC Model: a History example. In Lourie, M. and McPhail, G. (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. (pp. 37-51). Springer.
• Rata, E. M. (2020). Academic Knowledge and Democracy. Education in Democratic Societies, Vol. II, Edited by Prakash Iyer. Proceedings of the International Conferences in Philosophy of Education, 2013-2017. CinnamonTeal Design and Publishing and Azim Premji University, Bangalore, India.
• Siteine, A. (in-press). Knowledge and student identity. In M. Lourie & G. McPhail (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
• Tamati, T. (in-press). The TAP/CDC combination for bi/multilingual students to acquire the academic language required for subject knowledge. In M. Lourie & G. McPhail (Eds.) Perspectives on the knowledge problem in New Zealand education: Towards equity. Springer.
• Tamati, S. T. (2019). TransAcquisition pedagogy with emergent bilinguals in indigenous and minority groups for cultural and linguistic sustainability. In C. Seals & V. Olsen-Reeder (Eds.), Embracing multilingualism across educational contexts. Wellington: Victoria University of Wellington.
• Lourie, M. (in press). Recontextualising 21st century learning in New Zealand education policy: the reframing of knowledge, skills and competencies. 
• New Zealand Journal of Educational Studies.Rata, E. (2019). Knowledge-Rich Teaching: A Model of Curriculum Design Coherence, British Educational Research Journal. Vol. 45 Issue 4, p681-697.
• McPhail, G., Rata, E., & Siteine, A. (2018). The Changing Nature of Music Education. In G. McPhail, V. Thorpe & S. Wise, Educational change and the secondary school music curriculum in Aotearoa New Zealand. (pp. 74-91). London & New York: Routledge, Taylor & Francis Group.
• McPhail, G. (2018). The future just happened: lessons for twenty-first century learning from the secondary school music classroom. In G. McPhail, V. Thorpe, & S. Wise, S., Educational change and the secondary school music curriculum in Aotearoa New Zealand (27-41). London & New York: Routledge, Taylor & Francis Group.
• McPhail, G. (2018). Music teachers talking: views on secondary school curriculum content. In G. McPhail, V. Thorpe, & S. Wise, S., Educational change and the secondary school music curriculum in Aotearoa New Zealand (131-147). London & New York: Routledge, Taylor & Francis Group.
• McPhail, G. (2017). Rethinking what it means to be a teacher through a mixed modality approach. In J. Tetnabe & C. Mutch, Understanding enduring ideas in education: A response to those who 'just want to be a teacher' (pp. 82-94). Wellington: NZCER.
• McPhail, G & Rata, E. (2017). A Theoretical Model of Curriculum Design: ‘Powerful Knowledge’ and ‘21st Century Learning’. In B. Barrett, U. Hoadley, and J. Morgan, (Eds.), Knowledge, Curriculum and Equity: Social Realist Perspectives (pp. 63-79). London: Routledge.
• Ormond, B.M. (2017). Curriculum decisions - the challenges of teacher autonomy over knowledge selection for history. Journal of Curriculum Studies, 49:5, 599-619.
• Siteine, A. (2017). Recognising ethnic identity in the classroom: A New Zealand study. International Studies in Sociology of Education, 26(4), 393-407.
• McPhail, G. (2016). The fault lines of recontextualisation: the limits of constructivism in education. British Journal of Educational Research, 42(2), 294–313.
• McPhail, G. (2014). Pathways to powerful knowledge: A case for Music’s voice. In E. Rata & B. Barrett (Eds.), Knowledge and the Future of the Curriculum: International Studies in Social Realism (pp.123 -135). Houndmills: Palgrave Macmillan.
• Ormond, B. M. (2018). Conceptions of knowledge in history teaching. In B. Barrett, U. Hoadley, J. Morgan (Eds.) Knowledge, curriculum and equity: Social realist perspectives (pp. 102-116). New York: Routledge.
• Ormond, B., & Morgan, J. (2015). A history curriculum for New Zealand in the 21st century. In J. Morgan (Ed.) The 21st Century Curriculum? (pp. 152-161). Auckland: Edify Ltd. 
• Ormond, B. M. (2014). Powerful knowledge in History: Disciplinary strength or weakened episteme? In B. Barrett, E. Rata (Eds.) Knowledge and the future of the curriculum: International studies in social realism (pp. 153-166). Houndmills, Basingstoke, UK: Palgrave Macmillan.
• Rata, E. (2018), ‘A Durkheimian Approach to Knowledge and Democracy’ David Guile, David Lambert and Michael Reiss (Eds.), In. sociology, Curriculum Studies and Professional Knowledge: New Perspectives on the work of Michael Young. (pp. 73-83). London & New York: Routledge. Chapter 5. ISBN: 978-1-138-67583-4 (hbk)
• Rata, E. (2018) Connecting Knowledge to Democracy In Knowledge, curriculum and equity: Social realist perspectives. In Barrett, B., Hoadley, U. & J. Morgan, (Eds.), Routledge. (pp. 19-32); London: Routledge.
• McPhail, G. & Rata, E. (2018). A theoretical model of curriculum design: ‘Powerful Knowledge’ and ‘21st Century Learning’. Knowledge, curriculum and equity: Social realist perspectives. Chapter 6. edited by Brian Barrett, Ursula Hoadley and John Morgan, Routledge publisher.
• Rata, E. (2017) Ethnic Revival. In Fathali M. Moghaddam Ed. The SAGE Encyclopedia of Political Behavior, Thousand Oaks, CA: Sage Publications.
• Siteine, A. (2017). Daring to know: The liberal tradition and education. In C. Mutch, & J. Tatebe (Eds.), Understanding enduring ideas in education: A response to those who 'just want to be a teacher' (pp. 67-81). Wellington, New Zealand: NZCER Press.
• Tamati, S. T. (2011). The trans-acquisitional approach: A bridge to English in kura kaupapa Māori. Pacific-Asian Education, 23(1), 91–102.

Recent PhD Theses

• Collis, Bill - A Social Realist Case Study of Knowledge and Pedagogy in the First Two Years of Electrical Engineering Education.
• Ormond, B. (2019). Knowledge in History Education: Teachers as Curriculum Makers. (Unpublished doctoral thesis). University of Auckland, Auckland.
• Siteine, A. (2018). Knowledge, Identity and curriculum: A Sociological Study of Ethnicity in New Zealand Education. (Unpublished doctoral thesis). University of Auckland, Auckland.
• Tamati, S. T. (2016). Transacquisition pedagogy for bilingual education: A study in kura kaupapa Māori. (Unpublished doctoral thesis). University of Auckland, Auckland.
• Tamati, S. T. (2011). The trans-acquisitional approach: A bridge to English in kura kaupapa Māori. Pacific-Asian Education, 23(1), 91–102.

Media Articles

Graham McPhail

• https://blogs.shu.ac.uk/kierg/2021/02/21/driving-learners-to-abstraction/
• https://educationhq.com/news/ncea-review-why-starting-with-big-ideas-is-a-big-mistake-78983/
• https://educationcentral.co.nz/opinion-dr-graham-mcphail-do-we-throw-out-the-music-with-the-man/
• https://educationcentral.co.nz/opinion-graham-mcphail-approach-mles-with-caution/ https://educationcentral.co.nz/the-role-place-and-space-of-knowledge-in-new-zealand-education/

Elizabeth Rata

• Rata, E. (2021). ‘What we are teaching our kids is ill-conceived’, Newsroom, 16th February https://www.newsroom.co.nz/ideasroom/what-were-teaching-our-kids-ill-conceived 
• Rata, E, (2020) NZ history - what to teach? Newsroom, 7th July 2020 https://www.newsroom.co.nz/ideasroom/elizabeth-rata-nz-history-what-to-teach
• Rata, E. (2019). NZ History Curriculum a Trojan Horse, Newsroom, 17th September
• https://www.newsroom.co.nz/@ideasroom/2019/09/17/811099/the-nz-history-curriculum-a-trojan-horse
• Rata, E. (2019). Interview. Australian Teacher Magazine. 30th September 2019 EducationHQ New Zealand https://nz.educationhq.com/news/65303/compulsory-history-should-open-the-door-for-national-curriculum-academic/
• Rata, E. (2019). Abandoning Reason. Newsroom 23rd April https://www.newsroom.co.nz/2019/04/23/544502/abandoning-reason-endangers-our-survival
• Rata, E. (2019). Knowledge Blind Spot. Newsroom. 18th February https://www.newsroom.co.nz/2019/02/18/449015/elizabeth-rata-nzs-knowledge-blind-spot
• Rata, E. (2018). Closing Education’s Knowledge Gap. Newsroom, 15th August https://www.newsroom.co.nz/2018/08/05/179420/closing-nzs-knowledge-gap
• Rata, E. (2018). The Basic Flaw in our Education System. Newsroom, 17 April https://www.newsroom.co.nz/2018/04/16/105007/elizabeth-rata
• Rata, E. (2018). NCEA system gets learning the wrong way round. Newsroom. 5th July https://www.nzherald.co.nz/opinion/news/article.cfm?c_id=466&objectid=12082872
• Rata, E. Education Central, May 2018 http://educationcentral.co.nz/keru-symposium-to-focus-on-the-what-and-the-how/
• Rata, E. Newsroom, April 2018 https://www.newsroom.co.nz/2018/04/16/105007/elizabeth-rata
• Rata, E. (2017). ‘Handicapped by Knowledge Blindspot’ NZ Herald, 7 December, A34.

Related links

• International networks