Waikato Journal of Education

The Waikato Journal of Education is a well-regarded peer-reviewed journal. Since the first publication in 1995, the journal has made a major contribution to the scholarship on a wide range of topics in the field of education, particularly issues connected to curriculum, learning and teaching. Papers have included reports on educational research and practice and viewpoints on education policies, theories and practices. Issues often have a special focus.

Previous special issues and sections have included sections on creative research in the arts; Pacific education: research and practice; bodies in motion; theorising pedagogy; Māori culture and education; Māori education, teacher education, curriculum, ethics and tertiary education; educational leadership; and new voices in ethnography. The journal appeals to a diverse readership that includes academics, graduate students, teachers across all sectors from early childhood to tertiary, policy makers and "the public".

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Vol 22, No 2 (2017): Special Issue: Research backstories: Reflexive accounts from postgraduate scholars

Table of Contents

Special Issue: Research backstories: Reflexive accounts from postgraduate scholars

Editors’ introduction: A collaborative exploration of reflexivity as a pedagogic bridge towards publication for international postgraduate students PDF
Donella J Cobb, Margaret Franken
Researching out of cultural depth: Positioning within the insider-outsider continuum PDF
Halimah Ilavarasi
An outsider-researcher’s tale: The paradox of studying ‘my own people’ from a peripheral position, perspective and context PDF
Alea Ann F. Macam
Unfurling the PhD process: A reflexive account of key stages and strategies PDF
Chandan Boodhoo
The impact of digital technology on children’s transition from kindergarten to primary school: Bringing concepts from international research and practice to Saudi Arabia PDF
Dalal Mohammed Al-Hezam
The bilingual researcher’s dilemmas: Reflexive approaches to translation issues PDF
Sherrie Lee

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© Wilf Malcolm Institute of Educational Research, Te Kura Toi Tangata Faculty of Education, 2015