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

their own whāriki and that this is not transferable (Ritchie, 2002b) but I contend
that should D and Alison move to alternative settings, Tiriti-based curriculum
would travel with them to become an ongoing part of their practice. This means
that they would transfer their sense of ownership into their future endeavours if
ever they moved to other centres.
The notion of responsibility is one I emphasise as being paramount in the
implementation of Tiriti-based curriculum because it transcends commitment to be
person where “the buck stops”. It is that shift from commitment to responsibility
that makes an important difference. This phenomenon can also be seen in the
research by Ritchie and Rau (2006b) who report what Daisy (a participant) had to
say about lack of support within a team. Daisy stated she felt so strongly in her
beliefs that she “wasn‟t really fazed that [she] was the only person and [she] just
was strong with it and carried on” (p. 20). Moreover, I suggest, this sense of
ownership that Daisy displayed would transfer to another centre if she moved.
Alison explains how this sense of ownership:
I felt in this situation I needed to be the one who said „let‟s be brave and
try‟. It was important to make the first steps and invite others to
participate (Email: A, 24/2/09).
Similar sentiments are expressed by D from Case Study One, through
several statements during the focus group interview, who really explored the
concepts of responsibility and how she perceived her responsibility and her
development as a teacher in implementing Tiriti-based curriculum. These
statements are so important I reproduce them here in detail – omitting interjections
from the rest of us who were privy to the conversation. Listen to D‟s narrative as
she tells of her shifts in time and thinking apropos responsibility:
I feel responsible as a matter of fact as an early childhood educator. I
feel responsible. We are in bicultural society and I need to give
something to the children as well and for that I need to learn, so that‟s
the reason why I always try to seek opportunities where I can learn and
as we talk about it.
I can tell how my action changes. I‟ll be open to try out as I said and
definitely there must be some shift in thinking to just try out. I don‟t know
what exactly. I can‟t perhaps articulate what; how and what shifted but
there must be some change of thinking. Initially, before the research, I
would always worry what if I offend somebody. That would have been
my always worry. That‟s their culture. What if I offend it if I say it
wrong if I do it wrong? Now I just give it a go as an educator. That is
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