Utilising action research to initiate processes for the development of bicultural teaching and learning in a New Zealand polytechnic

Abstract

This study aims to some develop bicultural teaching and learning processes for some lecturers in tertiary education, and to develop a framework within the practitioner action research paradigm that may empower the participants' cultural development. To demonstrate the developmental nature of this, the author initiated an action research group of six tertiary adult educators to examine issues and find some practical solutions. Three action research themes are developed in the Results Chapters from the participants' journal entries and conversations as a consequence of the three research questions posed by the author. The themes and research questions are centred around professional staff development, cultural development, and change and the bicultural environment. Interwoven into each chapter are links to the 1994 Wellington Polytechnic Charter, the author's cultural framework, Zuber-Skerritt's 1992 model -CRASP - and Winter's 1992 six principles for data analysis In strict action research terms this study has a weakness, where the action research group fails to demonstrate two important aspects of the action research cycle; in particular - acting and observation of that action. However, this study suggests that tertiary adult educators can: Encourage tertiary lecturers to form action research groups and recommends they allocate that time as professional staff development; assist any new group, so established, to define issues of thematic concern and use the authors Cultural Framework when addressing bicultural issues. This study has established a self-critical community of action researchers who are able to further develop the notion of an emergent bicultural environment within this polytechnic.