Collective Matters #11
Kia ora,
Welcome back to Collective Matters. For those reading this in the term break we hope that you get a little downtime to refresh and rejuvenate.
Ko te ahurei o te tamaiti, arahia ō tātou mahi
When questioned in the Scrutiny Week education hearing last month about funding for Kura Kaupapa, Minister of Education, Erica Stanford, replied that investment into structured literacy would have “the greatest outcome for our Māori kids” and did not need to be based on kaupapa Māori because “every brain learns the same”. [The Post, 20/6/25]
AEC published a Substack rebuttal that challenges the notion of a singular learning method, asserting that "not all brains learn in the same way." It argues that this idea disregards the complexity of the human brain, cultural contexts and individual learning differences. The writer suggests a cautionary approach should be taken when attempting to define how children learn. Reducing brain science to simplistic notions is fraught. Even experienced neuroscientists do not fully comprehend the brain's intricate workings, with its trillions of synaptic connections and diverse neuron types.
Neurodiversity is inherent and essential for the human race. Conditions like autism, ADHD, and dyslexia, along with acquired brain differences such as those resulting from trauma or prolonged stress, require different ways of processing information; they should not be regarded as deficits. Neurodivergent learners often need tailored educational approaches due to unique sensory processing and communication preferences.
The article highlights brain plasticity, the brain's remarkable ability to adapt and reorganise itself throughout life. It describes how brains develop in a use-dependent fashion: what we practise we learn, further emphasising the scientific basis for why a "one size fits all" approach is flawed.
A mandated, single instructional approach, often driven by politics rather than pedagogical understanding, can hinder teacher autonomy and fail to address the diverse needs of students, including those from varied cultural backgrounds and those with trauma-affected brains. Personalised, adaptive educational strategies that acknowledge the unique cognitive profiles, cultural backgrounds, and developmental pathways of each child, must guide teaching and learning.
Event - UpliftEd Conference 2025 - THIS EVENT WILL SELL OUT TICKETS ARE LIMITED
30-31 October 2025 - Massey University, Wellington.
The UpliftEd Conference is an energising and thought-provoking event designed for educators who are passionate about their profession and the future of education in Aotearoa. Hosted by the Aotearoa Educators' Collective, this conference brings together leading thinkers, researchers, and practitioners to explore what it truly means to uplift and empower teachers.
Expect inspiring keynotes, engaging panel discussions, and opportunities to connect with fellow educators who share your vision for the future of teaching and learning.
We have Professor Guy Claxton alongside Professor Peter O’Connor, Professor Russell Bishop, Dr Simon McCallum, Dr Hana O'Regan, Dr. Julia Atkin, Janelle Riki-Waaka , Dr. Michael Johnston
Tickets are $495. Register now, as seats are limited!
Write for AEC - Request for Contributions
Are you interested in making a contribution to the AEC Substack? For the months of July to September we are keen to hear from people with contributions around curriculum, assessment and NCEA, Learning Support, Early Childhood Education, and Charter Schools. To find out more contact hello@aec.org.nz
How you can help
Help fund our work, join our Substack as a paid member.
We want to work alongside people to create content for the Substack. You do not need to agree with everything the Collective has said. But we do want to create a place for wide-reaching professional discussion. You can see more info here.
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Substack Summary
21 June - With all due respect Minister: all brains do not learn in the same way - Full article