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

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they are one of the most long-standing early childhood education services operating within Aotearoa New Zealand (Hughes, 1989). Moreover, they are a service provided by the Government, and all teachers must be qualified and registered. For the final centre, I was interested in exploring a corporate centre or one selected from a large chain of centres. The justification for this was that, from experience, I speculated that management practices affecting Tiriti-based curriculum were likely to be hierarchical and removed from direct daily practices within centres; that is, policies emanating from bureaucrats at head office might not align with daily practices in the field. Another variation that I sought to investigate was the age range of the participating children. This was because I wondered if Tiriti-based pedagogy might be presented differently according to the age of the children, particularly with younger children who could be at the stage of pre and early verbalisation. Indeed as Heta-Lensen (2010) states there is a “prevailing myth held in education that maintenance programmes for minority languages will impede English language development” (p. 8). I wondered if this belief would conflict with te reo Māori being spoken in the centre. The third factor I wanted to consider was whether or not the nature of early childhood communities, as represented by school decile (socio-economic) rankings, had any influence in the capacity of teachers to implement Tiriti-based curriculum. Within Aotearoa New Zealand, a school's decile ranking indicates the extent to which it draws its students from low-level socio-economic communities. In general, Decile 1 schools are the 10% of schools with the highest proportion of students from low-level socio-economic communities. By contrast, Decile 10 schools typically denote the 10% of schools with the smallest proportion of students from low-level socio-economic backgrounds (Ministry of Education, 2008). However, the variable of deciles of surrounding schools was shown to have little relevance as it was so broad especially in Case Study Three. With the exception of the inclusion of a representative centre from a corporate group (or chain of centres) the selection criteria for determining cases were met. Although Case Study One was part of a group of four centres, I had been seeking a much larger chain within which to explore management issues because it was conjectured that bureaucratic delineation would be more 128
discernable. However, as can been seen in the following section, accessing such a centre was not possible. 4.2.1 Access to Case Study Centres I used convenience sampling to select the early childhood centres for the three case studies. Convenience sampling is a method of sampling where the group is simply “accessible, easy to contact, [and] well-known (to you)” (Wellington, 2000, p. 62). For this study, accessibility was a paramount and convenient consideration. Specifically, for Case Study One, I had known one of the centre owners for about 20 years through Playcentre connections. The relationship continued because my grandson attended this centre for 3 years. Association with the centre was sustained after my grandson left to go to school, as I typically visited practicum students at the centre in my capacity as an evaluative lecturer up until the point at which the research commenced. At that point I ceased visiting the centre as an evaluative lecturer to remove any possibility of ambiguity between roles. Whilst it was convenient to approach a friend for access to a centre for the research there were two other reasons that influenced my decision. First, I knew both centre owners were enthusiastic about professional development for their staff and, second, they were also proponents of decision-making by consensus. Whilst the first of these factors would encourage involvement in research, it was considered that the latter would ensure “voluntary participation” (Davidson & Tolich, 1999, p. 376). For this thesis, that consideration remains an important dimension of my personal research philosophy. Wellington (2000) warns “access is difficult; it requires time, effort and perseverance” (p. 64), which I found to be true. Despite my prior and ongoing relationship with the owner and teachers, it still took 7 months from initial contact about the possibility of involvement until the action research actually started. In many ways this was a consequence of adherence to the ethical principles of voluntary participation and informed consent (Tolich & Davidson, 1999b). Further, in the time span that occurred between first contacting the owners and commencing the research, several teachers transferred between units within this cluster of centres. Accordingly, these transfers meant the original group had 129
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Christine Joyce Jenkin SUPPORTING T
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3.4 Ethics ........................
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Appendix C: Comparisons of Early Ch
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Attestation of Authorship I hereby
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It was extremely providential that
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Abstract Te Whāriki, the national
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Prologue This thesis is the story o
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ead in my room. The freedom to be o
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were spoken by some families in the
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I was drawn towards those methodolo
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educational journey, enrolling in a
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means that centres which are parent
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1.1 Overview Chapter One: Backgroun
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(all the time). It was from these b
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lend of the positive workshop dimen
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3. Reality is created in the moment
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preparing children for life and Wha
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For early childhood teachers in Aot
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However, in order to understand Te
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karakia and waiata. In 1989 the Nat
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constructing the curriculum were de
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contributions to decision making”
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Principle Three - Whānau Tangata F
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traditional rituals that are still
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Action development enabled Tiriti-b
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contribution of this thesis are rev
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language skills and growing cultura
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opposed to the notion of bicultural
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Secondly, as previous research (Het
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iculturalism. It was found that thi
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te reo Māori. The Western Canadian
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about Tiriti-based curriculum and t
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I would argue, therefore, that this
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directed by Margaret Carr and Wendy
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implement Te Whāriki (May, 2001; N
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effective practices, additionally,
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was anxious to avoid both the prepa
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At first glance there seems to be a
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2.3.2 Philosophy From the start it
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The implementation of Te Whāriki e
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place to develop an early childhood
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particularly relevant for Tiriti-ba
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which had also been examined from a
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e learnt like a curriculum subject
Page 89 and 90: However, what is occurring in early
Page 91 and 92: Inuktitut language. Thus, the curri
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Page 97 and 98: ecently, Colbung, Glover, Rau and R
Page 99 and 100: As already noted, a mixture of meth
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Page 103 and 104: early childhood setting. In particu
Page 105 and 106: these are discussed in Chapter Four
Page 107 and 108: with the research, either directly
Page 109 and 110: The first one I read was by Madelin
Page 111 and 112: do good research is to solve real p
Page 113 and 114: The issues for these teachers, whic
Page 115 and 116: The third stage encompasses the des
Page 117 and 118: esearch cycles, both as method and
Page 119 and 120: explained why I changed methodology
Page 121 and 122: Table 3.3 summarises, how ethical p
Page 123 and 124: opportunity to read reports and dis
Page 125 and 126: ecause the fieldwork needs to be th
Page 127 and 128: Despite my concerns about possible
Page 129 and 130: Study One, which I considered to be
Page 131 and 132: implemented within early childhood
Page 133 and 134: However, once I had started the dat
Page 135 and 136: confidential and therefore, as in C
Page 137 and 138: even more importantly research proc
Page 139: likely be at a different place on t
Page 143 and 144: approached a local centre that had
Page 145 and 146: (Oakley, 2000). Further, I assert t
Page 147 and 148: they haven‟t thought about the is
Page 149 and 150: The number of questionnaires distri
Page 151 and 152: curriculum in early childhood centr
Page 153 and 154: and challenges as they did this - t
Page 155 and 156: and appreciative inquiry was tape r
Page 157 and 158: 4.3.2.4 Interviews During the analy
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Page 161 and 162: 4.4.2 Critical Conversations One of
Page 163 and 164: passionate writing” (Ellis & Boch
Page 165 and 166: 4.4.6 Data Analysis Extracting mean
Page 167 and 168: Chapter Five: Findings from Within
Page 169 and 170: Prior to the research, staff had pa
Page 171 and 172: child-initiated. There was, however
Page 173 and 174: Although being reliant on Māori te
Page 175 and 176: Nevertheless, as I discussed in cha
Page 177 and 178: where she had participated in bicul
Page 179 and 180: 5.3.1 Whanaungatanga The teachers i
Page 181 and 182: kindergarten fathers responded to t
Page 183 and 184: 5.4 Case Study Three Case Study Thr
Page 185 and 186: I learnt a lot of Māori - like how
Page 187 and 188: to incorporate tikanga they had ide
Page 189 and 190: Similarly, Shani reflected on how p
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as Peggy feeling unsupported in thi
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Well, we made Māori bread the othe
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Chris J: I thought there was a lot
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the extent to which the programme w
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6.2 Information about Questionnaire
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incorporated some idea of partnersh
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eing desirable, understanding what
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6.4.1 Team or Whole-of-centre Appro
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To summarise across the three cases
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Support from someone knowledgeable
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their own whāriki and that this is
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feature of the ideal bicultural cur
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What also encouraged teachers to co
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me, wash your hands, and come here.
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Brodie saw how her initial attempts
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enough in te reo Māori to offer th
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Bring Māori people into the centre
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The following week Alison recorded
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However, for Case Study One teacher
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The emerging point is that sustaini
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did not understand te reo Māori me
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informal discussion about implement
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Not everyone feels confident to del
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We should recognise the important p
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only another of many cultures in Ao
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Chapter Seven: Discussion and Concl
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The second dimension for Tiriti-bas
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ōna tikanga. This thesis has shown
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that was also discussed in chapter
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The success of the three distinct c
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Thus, action development is what I
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noted Te Whāriki lacks specific co
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This continuum depicts movement fro
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fearfulness about making mistakes a
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and Case Study Three respectively w
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which is why it is in the central p
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connecting with indigenous people a
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and understanding. They reasoned th
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education and care centres, the onu
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Similarly to early childhood centre
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Teachers want to include Tiriti-bas
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Committee. Finding a balance in wor
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7.9 The Last Word Early childhood t
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Piritahi Dining room Piupiu Flax sk
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Te Tiriti o Waitangi/ Treaty of Wai
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7. Please put a tick in the box tha
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Appendix B: Te Tiriti o Waitangi (M
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Mana Atua Well-being The health and
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Te Whāriki Goals Reflective Questi
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Appendix D: Ethics Approval 277
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279
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correct te reo Māori me ōna tikan
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Benton, M. (1979). Māori English:
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Cardno, C. (2003). Action research:
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Crotty, M. (1998). Introduction: Th
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Education Review Office (1998). The
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Hansen, J. (2005). On developing an
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Kane, R. (2005). Initial teacher ed
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Revised and expanded from case stud
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Moon, P. (2002). The path to the Tr
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O'Laoire, M. (1996). Developing lan
Page 313 and 314:
Ritchie, J. (2002b). "It's becoming
Page 315 and 316:
Smith, L. T. (1999). Decolonizing m
Page 317 and 318:
Walker, R. (2008). The philosophy o
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