supporting tiriti-based curriculum delivery in mainstream early ...

There are typically four stages of an action research cycle: plan, act,
observe and reflect (Kemmis & McTaggart, 1988), and these are shown in the
following figure.
Kemmis and McTaggart (1988) explain that it is “important that those
affected by the planned changes have the primary responsibility for deciding on the
courses of action likely to lead to improvement and for the evaluation for the
strategies tried out in practice” (p.6). As Tiriti-based curriculum could only be
implemented by the teachers themselves, I judged it would be important for them
to take responsibility for the changes they made and the effect of these on children
and their whānau.
3.3.1 Critical and Classroom Action Research
My project fell within the domains of critical action research, which is a
“commitment to bring together broad social analysis” (Henry & McTaggart, 1996,
p. 6). Because implementing bicultural aspects of Te Whāriki is a way of
respecting the principles of Te Tiriti o Waitangi this project matches the criteria of
broad social analysis. Critical action research methodology also fitted with my
own preferred research philosophy of being democratic and equitable. According
to Henry and McTaggart (1996) critical action research is self-reflective and
involves collective self-study of practice in local situations with actions to improve
things. This approach was appropriate because participants and myself as co-
researchers were reflective about implementation of Tiriti-based curriculum
throughout our meetings and in our journals.
The project was also classroom action research, which “involves the use
of qualitative, interpretive modes of inquiry and data collection by teachers (often
with help from academics) with a view to making judgments about how to improve
their own practices” (Henry & McTaggart, 1996, p. 6). This type of action
research typically includes mixed groups of participants such as teachers,
principals, and researchers.
In each of the case studies several methods of data collection occurred.
These were research meetings that were tape recorded, documentary analysis
(including my own and participants‟ journals), interviews, and a focus group. In
addition, in Case Study One and Case Study Observations were carried out. All
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