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

Teachers may feel they are failing in their attempts to implement Tiriti-
based pedagogy when they can do no more than incorporate single te reo Māori
words and basic phrases into English sentences. This is interpreted as being
tokenistic language behaviour. However, it can be interpreted positively in that it
is also a form of code-switching which is “a highly sophisticated linguistic tool and
one that almost all bilingual people use instinctively”, (LEAP: Ministry of
Education, n.d.). Code-switching is an identity marker that indicates the speaker
aligns with both cultures, applying different codes to express different concepts in
each as appropriate.
Nevertheless, te reo Māori can be a way to start Tiriti-based curriculum.
Waiata and beginning phrases such as greetings can be learned relatively easily as
teachers start their Tiriti-based journey. Printed te reo Māori signs and words in
the environment are visible markers to whānau Māori that the centre is amenable to
Tiriti-based curriculum. In this way, relationships between whānau Māori and
teachers can develop.
5.2.3 Professional Development
During the early stages of working with Case Study One I became
concerned that implementation of Tiriti-based curriculum seemed to be at a
standstill. I perceived that the teachers lacked sufficient knowledge of te reo Māori
me ōna tikanga to effectively improve their practice. In other words I theorised the
teachers‟ progress to be one of deficit. It seemed obvious to me that the way to
tackle this was with professional development, in particular from a Māori provider.
However, not all the teachers were in agreement and much later when I received
their journals, S had written about her study group, which included several
members of Māori descent:
I asked about Māori perspective of well-being. Also discussed other
concepts I was familiar with. However, these were covered at a different
level – greater depth. Appreciated the input and personal knowledge of
others on the course (Jl S, 16.3.04).
The following comment made at the action research meeting seemed to
reflect the views of the majority of the staff:
…because we have attended, Chris. We have, it‟s not that we haven‟t
gone through any Māori or bicultural information. We have done heaps
(Tr: Sb, 7/7/04).
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