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

esearch cycle of plan, act, observe, and reflect. What is important to note is that in
action development the cycles of action research add value to appreciative inquiry
and that these cycles follow the appreciative inquiry workshop (see Figure 3 5
below).
Figure 3.5 Process of Action Development.
In this study, the observation part of the cycle was reported by the teacher-
researchers. Another difference was that individually and collectively when
teachers reported back they focused on appreciating best practice, rather than
focusing on problems and issues of bicultural practice. It was this focus on
strengths that I consider resulted in participants being grounded in what they were
achieving. They were proud of their progress, which gave them the impetus to
continue their Tiriti-based development. What struck me in the research
discussions was that unlike the teachers in Case Study One and Case Study Two
this approach appeared to neutralise their feelings of fear and guilt.
At the end of the research there was a final discussion and evaluation of
the research process, with all participants of Case Study Three. This included
discussion on some of the themes that had emerged as a consequence of my having
completed a cross-case analysis of Case Study One and Case Study Two, such as
leadership and the concept of Te Whāriki as a philosophy or curriculum. In
addition, individual feedback on the draft report took place.
The methodological approach used involved case studies, which will be
discussed along with the methods used in this research in the next chapter. The
case studies deployed action research for the first two cases and action
development - a blend of appreciative inquiry and action research in the third. I
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