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

to incorporate tikanga they had identified during their brainstorm: karakia at meal
times, separate washing of bibs and floor cloths, no feet on table and not touching
infants‟ heads when settling them to sleep.
The process of action development, after the initial appreciative inquiry
research, continued with two follow-up meetings. This is the action research phase
of action development. At each of these meetings the previous month‟s action was
shared and further action planned, thereby building on what was seen as working.
It was this success with Tiriti-based curriculum, and the support teachers received,
in particular from colleagues who were also students, which emerged strongly as a
theme in Case Study Three. The other key theme was that of the difficulties the
team experienced in implementing Tiriti-based curriculum.
5.4.1 Strategies for Support and Success
Action development enabled the teachers to focus on their past success.
They were able to build upon their accomplishments in the two follow-up meetings
that occurred to evaluate the action plans designed during the appreciative inquiry
session. At these meetings they reflected on their Tiriti-based practice. Alterations
and additions were made and the research continued as per typical action research
cycles of plan, act, evaluate, and reflect. However, it differed from action research
in that individually and collectively discussions focused on appreciating best
practice, rather than on dissecting problems and resolving issues.
As teachers continued to implement Tiriti-based curriculum they
developed strategies for success, one of which was to learn from staff who were
attending tertiary courses in early childhood education. In Aotearoa New Zealand,
many care and education centres have staff who are teaching as well as studying,
and their Tiriti-based curriculum classes are an important source from which to
develop knowledge and understandings, which they are able to bring back to the
centre. As well, teacher education providers were also a source for specific
answers in regard to Tiriti-based curriculum and te reo Māori, and the teachers in
Case Study Three demonstrated this:
Also like commonly used words: like milk bottle, lie down. We didn‟t
know before, but we asked Shani who asked her lecturer when she is in
her class what is the Māori word for milk bottle, lie down (Tr: N.
7/11/08).
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