Biography
Role
Bridgette is kaiārahi hōtaka for te Pōkairua Tautara i te Akoranga Kōhungahunga me te Whanaketanga | The Postgraduate Diploma in Infant and Toddler Learning and Development programme. She was one of the lead writers for the programme alongside its design and development in 2019.
Bridgette leads a passionate team who are committed to delivering effective courses that are informed by current infant and toddler research. She also supervises master's research. Previously, Bridgette has taught into undergraduate and postgraduate courses with Te Rito Maioha.
Education background
Bridgette commenced her employment with Te Rito Maioha in 2019. Prior to this date, she had experience working for other tertiary providers both in Aotearoa and Australia. Bridgette also brings to her mahi experience as a kaiako in ECEC.
Research background
Bridgette has been a team member of a Teaching and Learning Research Initiative (TLRI) project. She is also a member of the Aotearoa arm of the International Study of Social and Emotional Early Transitions (ISSEET) research project.
Bridgette was a lead team member of a community of inquiry research team that explored the experiences of kaiako at the Rotorua, Tūranganui-a-kiwa and Heretaunga takiwā ako during the Covid-19 pandemic. Recognising the value of visual methodologies and methods, Bridgette has experience in collecting data using video as well as using video analysis software to analyse visual data. Her master’s and doctoral research employed dialogic methodology. The focus of her master’s was infant and peer relationships and her Ph.D which was a self-study focused on teacher accountabilities for their pedagogical acts for which they are morally answerable.
Bridgette’s research interests include: infants and toddlers, answerability, morality, dialogic pedagogy, teacher education, transitions, the use of visualities in pedagogical practice.
Teaching interests
Bridgette’s teaching philosophy centres on fostering critical thinking, creativity, and relationships. She endeavours to create inclusive, innovative, culturally responsive, and engaging teaching and learning environments that motivate students to learn, and where they feel valued and respected.
Valuing a dialogic approach to pedagogy, Bridgette celebrates pedagogical spaces and places that are open, flexible, critical, and seek multiple perspectives in dialogue. Her pedagogy is also influenced by a strong interest in the visual and visualities.
Research publications
- Redder, B. (2023). Chronotope of confession. In E.J. White, C. Matuso, & F. Westbrook. (Eds.) Chronotopic thresholds: A feeling for the future. Educational Philosophy and Theory.
- White, E.J., McNair, L., Redder, B., Meireles Santos da Costa, N., Souza Amorim, K., Harju, K., Westbrook, F., Herold, L., Lucas Revilla, Y., & Marwick, H. (2022). Enacted pedagogies in first transitions. In E.J. White., H. Marwick., K. Souza Amorim & L. Herold (Eds.), First transitions to early childhood education and care: Intercultural dialogues across the globe (pp. 109-135). Springer.
- Souza Amorim, K., von Dentz, M., Redder, B., White, E.J., Lucas Revilla, Y. (2022). The social experiences of first transitions: Infants and their peers. In E.J. White., H. Marwick., K. Souza Amorim & L. Herold (Eds.), First transitions to early childhood education and care: Intercultural dialogues across the globe (pp. 165-254). Springer.
- Redder, B. (2022). Principle 3: Pedagogical spaces and places in learning management systems. Matapakinga. In A.Card., R. Merry &J. Carroll-Lind (Eds.). Biculturalprinciples of teaching and learning online: Ngā mātāpono kākano rua o te mahi ako tuihono. NZCER Press.