Mr John Howard Roder

M.Ed, AdvDipTchg, DipTchg


Previous professional experience

  • 12 years primary teaching across a wide range of cultural settings, from small to large, urban to rural, new entrants to Yr 8. This also includes 3 years out of the classroom working as a specialist language arts teacher in a full primary school and two years as a primary school principal
  • 5 years as a secondary art and photography teacher in West Auckland multicultural setting
  • Lecturer and leader in programme eLearning initiatives in what was the Auckland College of Education

Research | Current

  • In early 2014 I finished a 2 year TRLI - Teaching and Research Learning Initiative - as one of the Principle Investigators on what was called the MAPS project or Move Act Play Sing. It employed a Deleuzean approach to map potentiality, structure and emergence in learning in a series of provocation/interventions that involved community artists using arts based participatory earning approaches in three early childhood centres. A range of unique digital enhanced research methods were employed to support the documentation of the learning both children's and teacher researchers. The development of an online practitioner-research community to support this arts initiative was a further feature of the project.

  • I am interested in what the digital shifts bring to openness and emergence in education, particularly in higher education, but also in early childhood education and the way the latter may talk to the former. A key question in my research explores the shape of the University given the tipping points in society that are building around openness, (e.g. open learning, open education, open source, open government). In addition I follow digital cultural shifts such as Web 2.0 social media, social networking, online communities of practice and critically examine their potential in educational settings.
  • Theoretical approaches – complexity theory, poststructuralism, postmodernism, post-critical theory, post-humanism, actor network theory, new materialism, new pragmatism.
  • Key theorists or researchers I draw from – Gilles Deleuze & Felix Guattari, Foucault, Martin Heidegger, John Dewey, Inna Semetsky, Ian Buchanan, Manuel DeLanda, Maggie MacClure, Hillevi Lenz Taguchi, Margaret Carr, Liz Wood, Elizabeth St Pierre, Randy Garrison, Andrew Feenburg, Gert Biesta, Michael Peters.
  • Am also interest in.... (in some cases supporting Summer Scholarship candidates)
  • Open access publishing
  • The design of online learning environments - pedagogical principles and communities of practice
  • Critique of concepts related to PLEs and PLNs (see above section for expansion of terms)
  • Multiliteracies - pedagogical practices that focus on ‘critique’ and ‘design’ of emerging literacy practices (as effected by the changing information and communication cum technological landscape)
  • Leadership and systemic approaches to strategic growth in the areas of ICT related planning with the focus on visons, cultural values and capacity building at the level of both the institutional and individual
  • Using ICT as a catalyst for intellectual amplification in academics’ work including the journeys with bibliographic software, and research tools designed for managing and querying qualitative data
  • Issues around visual research methodologies in the areas of play, arts based research, ethics and ontologies of immanence

Teaching | Current


  • EdProfSt 357: The Reflective Practitioner
  • EdProfST 325: Intro to Educational Leadership
  • EdProfSt 304: Play - Theory and Practice
  • Educ 119: Development, Learning & Teaching

Recent past

  • Beyond Special Needs: Towards Inclusive Education
  • Final year: The Professional Teacher
  • Adult Education (Liberal Arts programme)
  • Assessment for Learning (Early Childhood)



Course Director in:

  • EdProfSt 357: The Reflective Practitioner
  • EdProfSt 325: Introduction to Educational Leadership


Areas of expertise

ICT, elearning, higher education, philosophy of education, reflective practice, ECE assessment, ECE leadership, personal learning environments/networks (PLEs/PLNs), digital humanities, poststructuralism, critical reflection, play and creativity

Key issues – openness, complexity, emergence, informal learning, elearning alternative educational futures, critique of digital technologies & learning technologies, 21st Century learning skills, networked learning, IT governance, distributed and emergent leadership (especially ECE), early childhood pedagogical documentation, sustaining online learning communities when participants focused on narrow strategic performative goals, unexpected constraints with performative strategic learning, promoting online research communities of practice, online communities of inquiry (CoI), critically reflective practice in neoliberal times, marginalisation of the arts, valuing the aesthetic experience,multiplicity and the MOOC, avoiding technicism in higher education blended learning... understanding the digital / virtual in all of the above where 'virtual' follows a Deleuzean immanence as its ontological view of what is real. 

Visual research methodologies

Committees/Professional groups/Services

Professional Links:

  • Member of the Philosophy of Education Society Australasia
  • Past Member of Advisory Board of Tamkai Makaurau Rumaki ICT Cluster
  • Associate Editor Visual Journal of Education and Methodology

University Committees served on:

2015 – present

  • Deputy Chair: School of Learning Development and Professional Practice Teaching & Learning Committee
  • Faculty of Education Ethics Advisor
  • Member of FoEdSW Health & Safety Committee
  • Member of FoEdSW Education Committee

More recent past

  • Chair of the University of Auckland Client Services Governance Board (IT governance... in areas of teaching  research. and admin business processes)

Past member of

  • University of Auckland IT Faculties’ Forum - served as Chairperson as well as member
  • University of Auckland IT Strategies & Policy Committee
  • University of Auckland Teaching & Learning Technologies Committee
  • University of Auckland Faculty of Education Stakeholders Advisory Group
  • University of Auckland Faculty of Education - Teacher Education ICT Committee - Co-chair

Selected publications and creative works (Research Outputs)

  • Matapo, J., & Roder, J. (2018). Affective pedagogy, affective research, affect and becoming arts-based-education research(er). In L. Knight, A. L. Cucher (Eds.) Arts-research-education: Connections and directions (pp. 185-202). Cham, Switzerland: Springer.
    Other University of Auckland co-authors: Jacoba Matapo
  • Roder, J., & Sturm, S. (2018). Flight from flight: Composing a pedagogy of affect. In C. Naughton, G. Biesta, D. R. Cole (Eds.) Art, artists and pedagogy: Philosophy and the arts in education (pp. 127-136). Abingdon, Oxon, UK: Routledge.
    Other University of Auckland co-authors: Sean Sturm
  • Lines, D., Roder, J., & Naughton, C. (2017). Ocean swimmers: Re-envisaging relationality in maps, an early childhood arts research project. In J. Iorio, W. Parnell (Eds.) Meaning making in Early Childhood research: Pedagogies and the personal (pp. 99-110). New York, NY: Routledge. 10.4324/9781315297378
    Other University of Auckland co-authors: David Lines
  • Jovanovic, S., & Roder, J. (2016). Disrupting the separation of adult and child worlds: The early childhood teacher as everyday philosopher. HE KUPU, 4 (3), 41-50.
  • Roder, H. J., & Naughton, C. (2015). Heidegger’s reinscription of Paideia in the context of online learning. Educational Philosophy and Theory: Incorporating ACCESS, 47 (9: Special issue on Creating our (educational) futures), 949-957. 10.1080/00131857.2015.1047166
  • Matapo, J., & Roder, J. (2014). MAPS: Living, moving, emerging assemblages. He Kupu, 3 (4), 39-53.
    Other University of Auckland co-authors: Jacoba Matapo
  • Jovanovic, S., & Roder, J. (2012). Disrupting the separation of adult and child worlds: Teachers’ identity and the ongoing flow of agency. In A. Fleet, C. Patterson, J. Robertson (Eds.) Conversations: Behind early childhood pedagogical documentation (pp. 123-142). Sydney, N.S.W.: Pademelon Press.
  • Roder, J. (2011). Beyond technicism: towards ‘Being’ and ‘knowing in an intra- active pedagogy. He Kupu, 2 (5), 61-72.

Contact details

Primary office location

Level 4, Room 407
New Zealand