STRUCTURAL DISSONANCE, ENACTED HOPE AND INITIAL EARLY CHILDHOOD TEACHER EDUCATION IN AOTEAROA/NEW ZEALAND.

摘要: This thesis argues that there is structural dissonance in university-based initial early childhood teacher education programmes Aotearoa/New Zealand, and suggests a pedagogy of enacted hope as countermeasure. In this thesis, constructed form violence, which based on the contradiction between socioculturalism content IECTE individualisation context they are provided. This theoretical uses Richard Rorty’s (1979, 1982, 1989, 1999) neo-pragmatic assumptions truth, reality knowledge to provide coherent consistent approach argument hope. Distinctions truth justification, appearance, found made rejected, utility for social justice, language use, an ironist scholarship adopted. This philosophical hermeneutics methodology interpreting textual sources make up data drawn upon thesis. linked interpretive scholarship, research bricolage, constructivist paradigm qualitative research. The methods used thesis are ecological hermeneutic, ideal type method (converted into analysis) focus groups student teachers. This two types. argue heavily influenced by socioculturalism. provided reproduces individualisation. Socioculturalism shown be dissonant structure case programme Zealand resulting situation dissonance. A then proposed counteract study Zealand. using theory developed through integration Ernst Bloch’s (1986) philosophy hope, Rortyan enactivist learning theory. Implications discussed relation problem dissonance.