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

even more importantly research process, namely, critically reflective
commentaries. As will be outlined, my building of critically reflective
commentaries in tandem with a third party became pivotal to this research.
Whilst these commentaries were usually derived from my recollections
and appreciations of events, some realisations were recorded at, or near to that
point of time during which I experienced the insight. In other words, while most
reflections were informed by prolonged contemplation, some arose from
instantaneous insights or “Aha!” moments. All were transformed into data by
writing about them. This strategy for providing a critical commentary is
appropriate given that the principal data collection involved three case studies, each
of which was set in early childhood centres.
4.2 Case Study
Yin (2003) describes case study as an “empirical investigation of a
contemporary phenomenon within its natural context using multiple sources of
evidence” (p. 15). This definition aligned with my preferred approach to gathering
data for this investigation. However, I would add that, from the beginning, an
important consideration for me was being able to work collaboratively with early
childhood teachers in their own centres. Hence, I would add to Yin‟s definition the
dimension of collaborative work. In short, for this study, I wanted to work with
teachers in their own centres in order to investigate how they implemented Tiriti-
based curriculum.
Case study research is a common form of educational research (Yin,
2005). In keeping with honouring the work of the participants not only as
members of an early childhood team but also as individuals, it was important in
this research that each centre remained as a holistic entity (Yin, 2005). This was
why I decided to consider each centre as a separate case even though themes in
common could be identified across cases. Amongst other things, this would enable
the context of each centre, the characteristics of each team, the processes of their
bicultural journeys, and their espoused philosophies to be made visible and
transparent. However, considering each centre as a unique case did not prevent
cross-case analysis, as will be discussed later.
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