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

likely be at a different place on the continuum of development, case study as a
methodology would help clarify its particular place on that continuum. Each centre
was, not surprisingly and as Metge (1990) postulates, at a uniquely different point
of development in their advancement of bicultural approaches to learning. Hence,
the capacity of a case study to clarify such journey points by means of showcasing
thick, rich description is indisputable
Moreover in working with a team of researchers, each of whom had
courageously agreed to investigate their own practices, questions concerning how
and why things did or did not happen were crucial for heightening understanding. I
was interested not only in discovering successful strategies used for implementing
Tiriti-based curriculum, but equally, I was concerned with learning about and
understanding barriers to implementation. It was reasoned that each of these how
and why dimensions was needed in order to generate useful insights for other
practitioners. A clear advantage of case study methodology is that it allows for
flexibility and change, and Soy (1997) claims that such evolution should be
documented through field notes, which then become a source of data.
Other forms of data collection such as interviews, observations, and
documentation enhance the overall picture developed through the case study
(Tellis, 1997). One of the critiques of case study research advanced by Burgess,
Sieminiski and Arthur (2006) is that case study findings are not readily able to be
generalised because each case study invokes a “unique interpretation” (p. 60).
Rather than this being a disadvantage, I would argue that this uniqueness respected
the teachers from the centres with whom I worked. Nevertheless, with cross-case
studies, as was the case with this research, it becomes possible to “have a modest
amount of comparative data” (Yin, 2005, p. 386).
In Aotearoa New Zealand there are a number of different types of early
childhood services that are teacher-led and which draw upon Te Whāriki. The most
common two of these are sessional (part-day) kindergartens, and education and
care centres (May, 2007). I wanted to establish whether or not the type of early
childhood service might present different challenges in implementing Tiriti-based
curriculum. I wanted, therefore, to investigate this with both a full-day education
and care centre and also a sessional kindergarten. In particular, I was keen for the
kindergarten to be from the New Zealand Free Kindergarten Association because
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