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

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6.1 Overview Chapter Six: Cross-case Themes “You need someone to lead the way – someone who has knowledge and passion” (Int: B, 13/3/09). The purpose of this chapter is to present the thematic findings which emerged from the cross-case analysis reporting first from an appreciative inquiry perspective, and then by considering challenges encountered. Additionally, results of the questionnaire, both quantitative and qualitative will be provided. As findings from these sources will be interwoven, information about the respondents to the questionnaire will be presented in these introductory remarks. As the quote that began this chapter demonstrates, having a person with knowledge and passion who could lead the way for each centre emerged as an important finding across all data components. Their leadership was critical for keeping the development of Tiriti-based curriculum to the fore. It is important teachers can define what they understand biculturalism to be in order for them to work together cohesively to implement Tiriti-based curriculum. The definitions were derived from the open-ended questions posed within the survey and responses are reported in the first section of this chapter. This section is followed by examination of an/the ideal bicultural curriculum based on responses both from the questionnaire and from participants in the case studies. Themes from the cross-case analysis which appear to enhance Tiriti-based pedagogy were examined and linked to corroborative results from the questionnaire. Significant themes to emerge from the data were the central importance of using a whole-of-team approach, leadership, and teacher responsibility. Additional noteworthy themes which emerged from the cross-case analysis included the significance of te reo Māori, the provision of support for Tiriti-based curriculum implementation, the whakawhanaungatanga approach, the importance of appropriate professional development, the challenge of time, and finally, issues of spirituality. 186
6.2 Information about Questionnaire Respondents As reported in chapter 4 the total number of questionnaires returned was 76. However, not all respondents answered every question and it the number of responses for each question that has been utilised to calculate the statistics. Of the respondents who answered the question about their ethnicity 12 (16% 1 ) were Māori and 49 (66%) were New Zealand European. The majority (82%, n=61) of the participants were New Zealand born. Although nobody who answered this survey was totally unqualified in early childhood education, there was a range of early childhood qualifications. At one end of the scale were two undergraduate respondents and at the other end of the scale were two respondents with a Master of Education. The majority of the participants (32 or 42%) held the Diploma of Teaching (Early Childhood), which was the minimum qualification early childhood teachers were to have by the year 2010 2 . Twenty six respondents (34%) had a Bachelor of Education. Irrespective of the characteristics of the respondents, a key concern for this investigation was discovering what, if anything, encompasses Tiriti-based curriculum, because that is an important step to being able to implement Tiriti- based curriculum, which is discussed in the next section. 6.3 Early Childhood Teachers and Being Bicultural Given that early childhood teachers work together in their centres, I considered it important to discover if teachers had similar understandings of their aims in implementing Tiriti-based pedagogy. A first step was to explore what respondents thought the term biculturalism might mean. 6.3.1 Definitions of Bicultural 3 The first qualitative question invited respondents to define the word bicultural, to which 88% (n=67) responded. In order to implement Tiriti-based curriculum there needs to be some agreement as to what that encompasses. A 1 Percentages have been rounded and may, therefore, not always add up to 100%. 2 On 29 October 2009, Education Minister Anne Tolley announced that the timeframe for achieving the 80% teacher registration target in teacher-led, centre-based Early Childhood Education (ECE) services had been extended to 2012 (Ministry of Education, 2010). 3 Some of the findings from the questionnaire were reported in Jenkin (2009). 187
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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
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(Oakley, 2000). Further, I assert t
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Page 165 and 166: 4.4.6 Data Analysis Extracting mean
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Page 171 and 172: child-initiated. There was, however
Page 173 and 174: Although being reliant on Māori te
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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 and 196: Chris J: I thought there was a lot
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Page 201 and 202: incorporated some idea of partnersh
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Page 205 and 206: 6.4.1 Team or Whole-of-centre Appro
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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 235 and 236: Not everyone feels confident to del
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Page 241 and 242: Chapter Seven: Discussion and Concl
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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
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Smith, L. T. (1999). Decolonizing m
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Walker, R. (2008). The philosophy o
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