Professor Linda M Mitchell
Assessment and Evaluation in Education; Early Childhood Learning; Early Childhood/Early Years Education; Education; Education Policy; Education Politics
Qualifications: PhD, MA. BA
Contact DetailsEmail: [email protected]
Phone: Extn 7734
Professor Linda Mitchell is internationally recognised for her evaluation and analysis of early childhood education policies. Her research has influenced the development of policy frameworks that support good teaching and learning both in Aotearoa New Zealand and internationally. She is highly critical of ways in which private owners have made profits from education funding for their own individual gain, and argues for education to be a public good and community asset. Her recent book Democratic Policies and Practices in Early Childhood Education: An Aotearoa New Zealand case study expands on these views, illustrating what democratic practice might look like and what it can achieve in terms of policy and practice.
Her second strand of research is practitioner-focused. In two projects, Professor Mitchell and her research team are investigating how early childhood education can strengthen bicultural belonging for refugee and migrant families in Aotearoa New Zealand, and also help families sustain a sense of belonging in their home country. These studies are funded through grants from the Royal Society Marsden Fund (refugee research) and the Teaching and Learning Research Initiative (TLRI) fund (migrant research). They contribute to addressing a global issue of our time: the crisis for refugee and migrant children that has left 31 million children living outside their home countries.
Recently, her research field has expanded to strengthening early childhood provision in Timor Leste, one of the lowest income countries in the world.
Completed PhD supervisions
Raella Kahuroa (2021). Critical pedagogy in early childhood education:
Four case studies in Aotearoa New Zealand. Chief supervisor.
Jane Ewens (2019). “You kind of have to be a bit superhuman.” Early childhood teacher beliefs about what it takes to be a good teacher: A discourse analysis. Chief supervisor.
Olivera Kamenarac (2018). Constructions of Early Childhood Teachers' Professional Identities through the Reform of Early Childhood Polices in New Zealand over the Last Three Decades. Supervisor.
Janette Kelly (2018). Negotiating fairness and diversity: Stories from an Aotearoa New Zealand kindergarten. Chief supervisor.
Lynley Westerbeke (2016). Understanding the construct of belonging in a for-profit ECE centre: an ethnographic study. Chief supervisor.
Tracey Hooker (2016). Adults and children engaging with e-portfolios in an early childhood education setting. Chief supervisor.
Jeanette Clarkin-Phillips (2016). Fighting the odds to make it even: Mapping an affordance ecosystem in a kindergarten community. Supervisor.
Ignasia Mligo (2015), Impediments to Effective Enactment of Early Childhood Education Curriculum and Pedagogy in Tanzania: Issues and Experiences of Teachers in Urban and Rural. Chief supervisor.
Ongoing PhD supervisions
Amanda Coulston (ongoing). Constructing self: A case study into a programme for long–term unemployed young men working in early childhood centres. Chief supervisor.
Emela Achu Fenmachi (ongoing). Parental Involvement in Early Childhood Learning: Douala, Littoral Region, Cameroon. Supervisor.
Hira Lakho (ongoing). The role of Early Childhood Education teachers and parents in supporting resilience in young children from migrant families in Pakistan. Supervisor.
Silky Luthra (ongoing). Understanding how Ableism affects children with Autism Spectrum Disorder (ASD) in Early Childhood Education Setting. Chief supervisor.
Mefi Naufahu (ongoing). Educational engagement practices of Tongan parents in relation to their children’s learning. Chief supervisor.
Completed MEd thesis supervisions
Yasmine Serhan (2019). Intercultural dialogue between infants in a multicultural ECE context in Aotearoa New Zealand. (120 points). Chief supervisor.
Lucia de Guterres Araujo (June 2018). Teachers’ perspectives and implementation of the child-centred curriculum for preschool education in Timor-Leste. (120 points). Chief Supervisor.
Zulmira da Cuz Soares Pinto (June 2018). Exploring funds of knowledge in Timorese families and their use in education. (120 points). Supervisor.
Debbie Woolston (2017). Associate teachers in early childhood education. (90 points). Chief supervisor.
Mefi Naufahau. (2014). An investigation of Tongan parents’ aspirations, expectations and views of the value of Early Childhood Education for their children. Chief supervisor.
Judi Randall. (2014). Impacts of Early Childhood Education Social Obligations on Families and Whānau. Chief supervisor.
Kathryn Hawkes (2014). Where have all the children gone – experiences of children, parents and teachers in a changing early childhood education service. Chief supervisor.
Tanya Shorter (2013). Teacher appraisal - its relationship to motivation, collegial relationships and pedagogical change in an early childhood context in Aotearoa New Zealand. Chief supervisor.
Raella Kahuroa. (2013).What critical literacy might look like in an early childhood setting. Chief supervisor.
Completed MSocSci thesis supervisions
Elizabeth Nateethong. (2013). Sex industry and society. Chief supervisor.
Mitchell, L. (2021). Comment. Early Childhood Folio, 25(1), 1-2. doi:10.18296/ecf.0087
Rameka, L., Ham, R., & Mitchell, L. (2021). Pōwhiri: The ritual of encounter. Contemporary Issues in Early Childhood. doi:10.1177/1463949121995591
Mitchell, L., & Cowie, B. (2021). A sensory landscape of place as an invitation to belonging in early childhood settings. Early Childhood Folio, 25(1), 3-8.
Mitchell, L., & Kamenarac, O. (2021). Refugee children and families’ positioning within resettlement and early childhood education policies in Aotearoa New Zealand. Kōtuitui: New Zealand Journal of Social Sciences Online, 1-18. doi:10.1080/1177083x.2021.1970584
Find more research publications by Linda Mitchell