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

confidential and therefore, as in Case Study Two and Case Study Three, ask to be
named in the reports.
In addition, the creation of a Māori Advisory Committee to ensure ethical
considerations when working with Māori has been discussed. In particular I
wanted to be guided by kaupapa Māori principles, which would empower
participants by enabling their ownership of the research. However, empowerment
of participants can bring with it the ethical dilemma of how to manage the faithful
reporting of the data when there is lack of agreement. Aspects of the research
concerning how such power distribution was enabled - by means of ensuring that
final reports had the agreement of the co-researchers (the teachers and myself) -
have been discussed.
As has already been indicated, the following chapter looks at the methods
that were employed in gathering data for this project. It not only discusses case
studies and the methods utilised within these, such as observations and interviews,
but also the quantitative data that was collected within a stand-alone survey.
Gathering data in these ways enabled me to answer the question this thesis
proposes: To what extent, and in what manner, have early childhood teachers been
able to implement Tiriti-based curriculum as outlined by the Ministry of Education
in Te Whāriki?
123