Susan Sandretto
Biographic Data
| ID | 763800 |
|---|---|
| NAME | Susan Sandretto |
| GIVEN NAMES | Susan |
| FAMILY NAME | Sandretto |
| SIGNATURE | SANDRETTO S |
| AFFILIATIONS | University of Otago |
| ORCID | 0000-0001-6106-1032 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
“More like a Manifesto than a Curriculum”
Curriculum-making is always political and contentious. Kaiako, ākonga, whānau, subject associations, researchers, and politicians all have their own beliefs and knowledge shaping which knowledge counts. The subject of English is undergoing a global battle for the ‘correct’ pedagogy and content, which is playing out in Aotearoa New Zealand. In this collaborative commentary, literacy researchers, teacher educators, and English writing group contrib…
“Why are you rushing this minister?” Imposing an Aotearoa New Zealand strain of the science of reading
Publicised claims of young people’s low literacy rates on international assessments concern parents, teachers and policy-makers in Aotearoa New Zealand (ANZ). Policymakers often turn to policy solutions from elsewhere when faced with crisis narratives. In this illustrative case study, we have captured a particular moment in ANZ as the diffusion of international literacy policies informed by the Science of Reading (SOR) has morphed into a particul…
Metaxis moments prompted by authentic questions in primary classroom contexts
Metaxis offers a powerful, yet elusive space for learning. We argue that authentic questions can provoke compelling metaxis moments where students and their teachers straddle two worlds at one time: the fictional and the real. We report findings from two New Zealand research projects in primary schools where we investigated the precursors to metaxis moments in process drama. We analysed lesson plans (LP) and group meeting, lesson and individual i…
Bridging the theory-practice divide in teacher education through process drama pedagogy
A case for critical literacy with queer intent
Teachers are obligated to construct an environment inclusive of all students. This article argues critical literacy with queer intent can offer strategies to expose normative constructions of gender and sexuality that can exclude some students. I initiate the case with a queer theory analysis of a description of critical literacy developed with New Zealand teachers. By (re)visiting a primary school level critical literacy lesson I reveal how, wit…
Do parenting advice books help or harm? Critiquing ‘common-sense’ advice for mothers raising boys
Educationalists lament the resilience of the so-called ‘boy crisis’, despite research that demonstrates only some boys are in crisis, as well as some girls. The boy crisis in New Zealand shows no sign of abating, partly due to popular rhetorical literature in the form of parenting advice books. In particular, authors Celia Lashlie and Nigel Latta have garnered a strong following among parents and educators. In this article we argue their texts no…
Connecting theory to practice
Repositioning mentoring as educative
Discursive constructions of literacies
Literacy policy and pedagogy in Aotearoa New Zealand have a strong discursive heritage of traditional literacies, which emphasise code breaking and meaning making with linguistic codes and conventions over other possible modes of communication. In a rapidly evolving landscape where changes in communication technologies give birth to new literacies that make use of all the codes we have available for design, we argue teachers need support to augme…
Complicating Understandings of Students' Multiliterate Practices With Practitioner Inquiry
This article presents findings from a research project into multiliteracies pedagogy in Aotearoa New Zealand. In one phase of the multilayered project, participating teachers conducted an investigation of the in‐ and out‐of‐school literacy practices of one of their students using an ethnographic approach. In this article, the authors share themes that the teachers identified after reflecting on the practitioner inquiries to critically consider th…
Complicating hetero-normative spaces at school formals in New Zealand
The school formal in New Zealand constitutes a rich site of analysis for researchers interested in gender and sexuality performances. As a social space, the formal both shapes bodies and is shaped by them. In this article, we explore the school formals of three different types of schools: a single sex girls’, a single sex boys’ and a co-ed. high school, all from an urban centre. Using the theoretical tools provided by poststructuralism and queer …
A case for critical literacy analysis of the advertising texts of menstruation
When Agnew found the same, largely negative, dominant discourses of menstruation present in classroom lessons that researchers have been identifying for over 30 years, she sought different approaches to menstruation education. In this article the authors highlight the power of the media to (re)construct dominant discourses of menstruation and the potential for teachers to use the texts of the media to make explicit constructions of menstruation. …
Telling Half the Story
A critical review of research on teaching beliefs and practices of university academics revealed that the espoused theories of action of academics have not been distinguished from their theories-in-use in some studies. It is our contention that research that examines only what university teachers say about their practice and does not directly observe what they do is at risk of telling half the story. Our review revealed several unsupported claims…
Complicating hetero-normative spaces at school formals in New Zealand
The school formal in New Zealand constitutes a rich site of analysis for researchers interested in gender and sexuality performances. As a social space, the formal both shapes bodies and is shaped by them. In this article, we explore the school formals of three different types of schools: a single sex girls’, a single sex boys’ and a co-ed. high school, all from an urban centre. Using the theoretical tools provided by poststructuralism and queer …
A case for critical literacy with queer intent
Teachers are obligated to construct an environment inclusive of all students. This article argues critical literacy with queer intent can offer strategies to expose normative constructions of gender and sexuality that can exclude some students. I initiate the case with a queer theory analysis of a description of critical literacy developed with New Zealand teachers. By (re)visiting a primary school level critical literacy lesson I reveal how, wit…
Bridging the theory-practice divide in teacher education through process drama pedagogy
Connecting theory to practice
Do parenting advice books help or harm? Critiquing ‘common-sense’ advice for mothers raising boys
Educationalists lament the resilience of the so-called ‘boy crisis’, despite research that demonstrates only some boys are in crisis, as well as some girls. The boy crisis in New Zealand shows no sign of abating, partly due to popular rhetorical literature in the form of parenting advice books. In particular, authors Celia Lashlie and Nigel Latta have garnered a strong following among parents and educators. In this article we argue their texts no…
Discursive constructions of literacies
Literacy policy and pedagogy in Aotearoa New Zealand have a strong discursive heritage of traditional literacies, which emphasise code breaking and meaning making with linguistic codes and conventions over other possible modes of communication. In a rapidly evolving landscape where changes in communication technologies give birth to new literacies that make use of all the codes we have available for design, we argue teachers need support to augme…
Telling Half the Story
A critical review of research on teaching beliefs and practices of university academics revealed that the espoused theories of action of academics have not been distinguished from their theories-in-use in some studies. It is our contention that research that examines only what university teachers say about their practice and does not directly observe what they do is at risk of telling half the story. Our review revealed several unsupported claims…
Complicating hetero-normative spaces at school formals in New Zealand
The school formal in New Zealand constitutes a rich site of analysis for researchers interested in gender and sexuality performances. As a social space, the formal both shapes bodies and is shaped by them. In this article, we explore the school formals of three different types of schools: a single sex girls’, a single sex boys’ and a co-ed. high school, all from an urban centre. Using the theoretical tools provided by poststructuralism and queer …
A case for critical literacy analysis of the advertising texts of menstruation
When Agnew found the same, largely negative, dominant discourses of menstruation present in classroom lessons that researchers have been identifying for over 30 years, she sought different approaches to menstruation education. In this article the authors highlight the power of the media to (re)construct dominant discourses of menstruation and the potential for teachers to use the texts of the media to make explicit constructions of menstruation. …
Complicating Understandings of Students' Multiliterate Practices With Practitioner Inquiry
This article presents findings from a research project into multiliteracies pedagogy in Aotearoa New Zealand. In one phase of the multilayered project, participating teachers conducted an investigation of the in‐ and out‐of‐school literacy practices of one of their students using an ethnographic approach. In this article, the authors share themes that the teachers identified after reflecting on the practitioner inquiries to critically consider th…
Connecting theory to practice
Repositioning mentoring as educative
Discursive constructions of literacies
Literacy policy and pedagogy in Aotearoa New Zealand have a strong discursive heritage of traditional literacies, which emphasise code breaking and meaning making with linguistic codes and conventions over other possible modes of communication. In a rapidly evolving landscape where changes in communication technologies give birth to new literacies that make use of all the codes we have available for design, we argue teachers need support to augme…
A case for critical literacy with queer intent
Teachers are obligated to construct an environment inclusive of all students. This article argues critical literacy with queer intent can offer strategies to expose normative constructions of gender and sexuality that can exclude some students. I initiate the case with a queer theory analysis of a description of critical literacy developed with New Zealand teachers. By (re)visiting a primary school level critical literacy lesson I reveal how, wit…
Do parenting advice books help or harm? Critiquing ‘common-sense’ advice for mothers raising boys
Educationalists lament the resilience of the so-called ‘boy crisis’, despite research that demonstrates only some boys are in crisis, as well as some girls. The boy crisis in New Zealand shows no sign of abating, partly due to popular rhetorical literature in the form of parenting advice books. In particular, authors Celia Lashlie and Nigel Latta have garnered a strong following among parents and educators. In this article we argue their texts no…
Metaxis moments prompted by authentic questions in primary classroom contexts
Metaxis offers a powerful, yet elusive space for learning. We argue that authentic questions can provoke compelling metaxis moments where students and their teachers straddle two worlds at one time: the fictional and the real. We report findings from two New Zealand research projects in primary schools where we investigated the precursors to metaxis moments in process drama. We analysed lesson plans (LP) and group meeting, lesson and individual i…
Bridging the theory-practice divide in teacher education through process drama pedagogy
“Why are you rushing this minister?” Imposing an Aotearoa New Zealand strain of the science of reading
Publicised claims of young people’s low literacy rates on international assessments concern parents, teachers and policy-makers in Aotearoa New Zealand (ANZ). Policymakers often turn to policy solutions from elsewhere when faced with crisis narratives. In this illustrative case study, we have captured a particular moment in ANZ as the diffusion of international literacy policies informed by the Science of Reading (SOR) has morphed into a particul…
“More like a Manifesto than a Curriculum”
Curriculum-making is always political and contentious. Kaiako, ākonga, whānau, subject associations, researchers, and politicians all have their own beliefs and knowledge shaping which knowledge counts. The subject of English is undergoing a global battle for the ‘correct’ pedagogy and content, which is playing out in Aotearoa New Zealand. In this collaborative commentary, literacy researchers, teacher educators, and English writing group contrib…
Psychology (10 works) · Pedagogy (8 works) · Sociology (8 works) · Mathematics education (7 works) · Gender Studies (5 works) · Literacy (5 works) · Aotearoa (4 works) · Computer Science (4 works) · Epistemology (4 works) · Gender Studies (4 works)