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and Case Study Two (Decile 10) were roughly at opposite ends of the decile continuum. The schools surrounding Case Study Three were Deciles 7and 8. However, in terms of, for example, resources, where socio-economic disparity can show up, material differences for the centres in this study did not appear to be marked. All centres in Aotearoa New Zealand receive government funding so what could make a difference is the ability of parents to provide additional money through fees, donations and fundraising. Informal conversation with teachers led me to conclude that few differences in funding were apparent and thus, socio-economic status, on the surface at least, did not appear to be important for these three case studies. Put another way, although socio-economic status was not formally investigated (by accessing financial statements etc.) there seemed to be a remarkable similarity of resourcing between each of the centres – at least to the casual or even frequent observer. 5.5.4 Involving Managers 3 The final factor I had wanted to investigate (but was unable to) was the influence of management structures in multi-owned or chains of centres. Although I was unable to co-research with teachers from a large chain (as noted in chapter 4), I did meet with the owners of Case Study One centre. Case Study One, it will be recalled, was one of four centres and I wanted to investigate whether or not Tiriti- based curriculum was centrally managed and if so how. The owners of Case Study One told me that each supervisor had responsibility for running their centre with a budget from which they could choose to order Tiriti-based resources such as puzzles and books. Management of areas such as human resources and book-keeping were similar in all four centres, but were centrally controlled. After observing the centre practices and talking with D the supervisor it was apparent to me, therefore, that management practices in this group of centres did not adversely affect the implementation of Tiriti-based curriculum. For these three case studies, a series of selection criteria were applied. However, the only factor which appeared to impact on Tiriti-based curriculum was 3 The evidence for this section, unless referenced otherwise, comes from notes 24/3/04 of discussion held with the two owners. 184
the extent to which the programme was teacher directed. When teachers direct Tiriti-based activities they can choose the amount and the style of implementation. In this chapter, the presentation of each case study has introduced factors which advanced or hindered early child teachers in their implementation of Tiriti- based curriculum. In Case Study One, it was demonstrated that the planned Tiriti- based excursions into the community enhanced implementation. However, teachers were troubled by considerations of the appropriateness of role modelling te reo Māori when they were not fluent speakers of this language. Making time for professional development was clearly problematic. Reflection, therefore, became pivotal in developing my understanding of the importance of applying affirmative models. I realised this was especially true when such models become juxtaposed with more traditionally applied deficit approaches. In Case Study Two, it was shown that developing relationships with whānau Māori can lead to enhancement of Tiriti-based curriculum. In Case Study Two it was also demonstrated that kaupapa Māori celebrations such as pōwhiri can facilitate engagement with tangata whenua. However, without strong leadership and a sense of ownership by teachers it appears unlikely that successful Tiriti-based curriculum can be sustained. In Case Study Three, the appreciative inquiry approach that was initially applied, evolved into action development. This, it is argued, represents a new model for introducing and sustaining Tiriti-based curriculum. Pleasingly teachers in Case Study Three devised strategies for success, more quickly and seemingly more readily. Notwithstanding, even though they used a strength-based approach, they experienced difficulties, not unlike those encountered in the other case studies, such as confidence and lack of Māori knowledge. It can be seen, therefore, that tentative answers to the research question of this thesis (To what extent, and in what manner, have early childhood teachers been able to implement Tiriti-based curriculum as outlined by the Ministry of Education in Te Whāriki?) have emerged. Whereas this chapter had considered each of the case studies separately the next chapter identifies themes across cases. 185
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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
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However, what is occurring in early
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Inuktitut language. Thus, the curri
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welcoming process in building those
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this discussion is “how come you
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ecently, Colbung, Glover, Rau and R
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As already noted, a mixture of meth
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this project my way of thinking was
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early childhood setting. In particu
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these are discussed in Chapter Four
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with the research, either directly
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The first one I read was by Madelin
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do good research is to solve real p
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The issues for these teachers, whic
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The third stage encompasses the des
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esearch cycles, both as method and
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explained why I changed methodology
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Table 3.3 summarises, how ethical p
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opportunity to read reports and dis
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ecause the fieldwork needs to be th
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Despite my concerns about possible
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Study One, which I considered to be
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implemented within early childhood
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However, once I had started the dat
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confidential and therefore, as in C
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even more importantly research proc
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likely be at a different place on t
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discernable. However, as can been s
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approached a local centre that had
Page 145 and 146: (Oakley, 2000). Further, I assert t
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Page 149 and 150: The number of questionnaires distri
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Page 155 and 156: and appreciative inquiry was tape r
Page 157 and 158: 4.3.2.4 Interviews During the analy
Page 159 and 160: clear to me they would use differen
Page 161 and 162: 4.4.2 Critical Conversations One of
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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
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Page 179 and 180: 5.3.1 Whanaungatanga The teachers i
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Page 183 and 184: 5.4 Case Study Three Case Study Thr
Page 185 and 186: I learnt a lot of Māori - like how
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Page 189 and 190: Similarly, Shani reflected on how p
Page 191 and 192: as Peggy feeling unsupported in thi
Page 193 and 194: Well, we made Māori bread the othe
Page 195: Chris J: I thought there was a lot
Page 199 and 200: 6.2 Information about Questionnaire
Page 201 and 202: incorporated some idea of partnersh
Page 203 and 204: eing desirable, understanding what
Page 205 and 206: 6.4.1 Team or Whole-of-centre Appro
Page 207 and 208: To summarise across the three cases
Page 209 and 210: Support from someone knowledgeable
Page 211 and 212: their own whāriki and that this is
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Page 215 and 216: What also encouraged teachers to co
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Page 219 and 220: Brodie saw how her initial attempts
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Page 225 and 226: The following week Alison recorded
Page 227 and 228: However, for Case Study One teacher
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Page 233 and 234: informal discussion about implement
Page 235 and 236: Not everyone feels confident to del
Page 237 and 238: We should recognise the important p
Page 239 and 240: only another of many cultures in Ao
Page 241 and 242: Chapter Seven: Discussion and Concl
Page 243 and 244: The second dimension for Tiriti-bas
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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
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Ritchie, J. (2002b). "It's becoming
Page 315 and 316:
Smith, L. T. (1999). Decolonizing m
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Walker, R. (2008). The philosophy o
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