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

my responsibility. That is the shift I would say. That is my responsibility
now that is how I think.
When I think about that I don‟t think as if I am programme leader even if
I would have been teacher, it is still my responsibility. As far as the
building of language I feel that is the individual teachers‟ commitment
(FG: D, 15/12/08).
D‟s account of her transformation resonated with me because I recognised
similar changes occurred when I faced my own responsibility for Tiriti-based
pedagogy some 10 or more years ago. D distinguishes between individual
commitment to learn the language, and the move to assuming responsibility. Sb
during the same discussion adds her viewpoint:
I think it is my responsibility to expose the children to Māori words and
that I‟m not actually worried about the community. I work and advocate
for biculturalism. If I know that Māori word I just use it. If I don‟t know
that Māori word, I want to learn it, or know that word (FG: Sb,
15/12/08).
The emerging principle for teachers can, therefore, be stated as a truism –
assuming responsibility transforms into action. Whereas assuming responsibility
was clearly not a burden for D and Sb, there were some who felt that it was,
including this teacher who responded to the questionnaire as follows:
I work with 10 kindergartens so for me I feel an overwhelming
responsibility to support teachers in something I am simply not equipped
to do (R. 124).
Here then, the emerging tenet for practice is that when responsibility is an
encumbrance, it does not lead to action, but instead, it overwhelms and paralyses.
Under such circumstances the deficit model is clearly at work. By contrast, when
responsibility is taken as a result of commitment, and encompasses action,
assumption becomes a way of developing knowledge and skills for implementing
effective Tiriti-based programmes. Once teachers have taken on this responsibility
they will be motivated to take on leadership roles within their early childhood
teams to implement Tiriti-based pedagogy. One of the ways teachers can lead the
way is to strengthen their te reo Māori skills and role model these to other teachers.
6.4.4 Te Reo Māori
From Te Whāriki the strand Mana Reo was the most prominent in all three
centres as teachers had made “a commitment to the recognition of Māori language
– stories, symbols, arts, and crafts – in the programme” (Ministry of Education, 1996,
p. 72). As discussed earlier, being conversant with te reo Māori was a strong
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