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

programmes so that this could alleviate the guilt and fear that sometimes appears to
accompany implementation (J. Burgess, 2005; Cubey, 1992; Ritchie & Rau,
2006b).
In addition to expressing their concerns about the lack of theory in action
research, Cooperrider and Srivastva (1987) stated they were also challenging “…
the problem-oriented view of organizing inherent in traditional definitions of
action-research” (p. 130). Action research can be seen as a deficit model, whereas
appreciative inquiry “counteracts exclusive preoccupation with problems that all
too often de-energise teachers ... provides input about „what we are doing well‟ and
„what do we want to do more of‟ as opposed to „what are we doing wrong‟” (F. J.
Ryan, Soven, Smither, Sullivan, & Vanbuskirk, 1999, p. 168). It was this change
of focus that empowered participants in Case Study Three and enabled them to feel
proud of their efforts and keen to share them beyond their own group.
Nevertheless, for English, Fenwick, and Parsons (2003) one of the
challenges of appreciative inquiry is that it can prevent people from looking at
problems, although they believe such limitations are mostly self-imposed.
McNamee (2003) writes of her experience in working with this approach that
“many mistakenly believe that appreciative inquiry prohibits any discussion or talk
of problems. In my own experience, prohibiting the very issues that people want to
discuss is oppressive and therefore monologic” (McNamee, 2003, p. 26). She
believes that there is also value in addressing problems:
Appreciative evaluation is commonly critiqued because it is believed to
ignore problems within a programme. Yet the fact is that problems and
weaknesses are often easier to address when evaluation takes an
appreciative stance. Since appreciatively oriented evaluation begins by
taking stock of resources, values, and strengths, those participating in the
evaluation felt better equipped to address difficulties and problems.
Evaluation that emanates from an appreciative stance does not have to
ignore aspects of programs that are not working well. The point is not to
avoid such topics but rather to mine the resources and strengths that are
part of the program in order to improve or in some way alter the parts
that are not working. (McNamee, 2003, p. 37)
In a similar manner to McNamee‟s experience the teachers in Case Study
Three did encounter some problems despite working from the appreciative inquiry
model. However, the positive model that Case Study Three teachers were working
from enabled them to work through their difficulties in an empowering manner.
100