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

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…gave us the opportunities to reflect as a group, create awareness and knowing each other‟s feelings and views (Tr: D 15/12/09). Because of the focus on Tiriti-based curriculum at the research meetings, teachers were able: To continually foreground bicultural practice; otherwise it took a back seat (Email A 18/3/09). When the centre of attention focused on Tiriti-based curriculum, teachers more readily put it into practice. However, this was unrealistic for most centre planning meetings, because they nearly always had a crowded agenda. Nevertheless, if every centre in Aotearoa New Zealand spent some time on it at the beginning of each staff meeting progress would almost certainly accelerate. Tiriti-based curriculum had strengthened for Case Study One, even after several years had elapsed since the completion of the action research cycles. A contributing factor was very likely team stability. Ritchie and Rau‟s (2006b) co- researchers found Tiriti-based programmes “much harder to sustain when there were staffing changes” (p. 20). For this study, the relatively stable team in Case Study One (with 4 of 6 participants remaining at the centre) was, therefore, a likely factor to staff sustaining their efforts with Tiriti-based curriculum. 6.4.9 Sustainability The unforeseen time-frame extensions for data gathering in this study made it possible to investigate the sustainability of Tiriti-based curriculum in Case Study One and Case Study Two. Returning 4 years after the action research cycles had been completed enabled factors which had enhanced or prevented sustainability to be studied. At the end of the action research cycles, Tiriti-based curriculum was not very visible in Case Study One, but, as discussed earlier, the research had provided impetus for further professional development at a marae in Gisborne. This professional development opportunity prompted stronger relationships with a Māori teacher from one of the other centres in their group. Regular visits back and forth with this centre enabled pōwhiri, waiata, haka, and hāngi to take place: So we go there. We do some performance. They welcome us and then they come to us and we do the same thing (Tr: D 15/12/08). 216
The emerging point is that sustaining Tiriti-based curriculum is best achieved when informal as well as formal continuing professional development occurs. D was able to blossom in the authentic, supportive environment, which enabled her to dispel her fears and find the courage to be responsible for Tiriti- based curriculum. The research had given the team a solidarity that was able to withstand two staff changes. Furthermore, exchange visits with the other centre, when coupled with deeper connections with whānau Māori from their own centre, enabled Tiriti-based curriculum to become more solidly grounded for Case Study One. It was a different story for teachers in Case Study Two. Initially, and for several years after the action research cycles were completed, Tiriti-based curriculum continued to strengthen and grow. In 2005, the Education Review Office wrote about this in their centre report: Developing bicultural practices: Teachers are committed to reflecting the dual cultural heritages of Aotearoa/New Zealand within the kindergarten programme. In 2004 and 2005 they participated in professional development to enhance their reflection of biculturalism. Teachers display labels to prompt the use of te reo Māori and are increasing their use of basic words and phrases. Natural materials and symbols communicate that Te Ao Māori is valued. Teachers plan further developments in this area. (Education Review Office, 2005) Alison reflected what happened with Tiriti-based curriculum, particularly in relationships with Māori from the marae in 2007: We were still forging relationships with tangata whenua – many more families used the kindergarten and participated in the community activities of the kindergarten. We felt there was a real presence in the kindergarten of Māori. We felt more confident to ask for help and guidance and were actively trying to move forwards in our understanding of our role as Pākehā teachers working with Māori (Email, A 19/3/09). However, despite Case Study Two having built strong relationships during 2004 with whānau Māori from the local marae, these had not been sustained, partly due to losing contact with whānau Māori at the local marae partially because Alison left and partially because Māori children began school. This loss of support is discussed further below but the consequences were aptly summed up by Brodie who lamented: 217
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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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they haven‟t thought about the is
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The number of questionnaires distri
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curriculum in early childhood centr
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and challenges as they did this - t
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and appreciative inquiry was tape r
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4.3.2.4 Interviews During the analy
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clear to me they would use differen
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4.4.2 Critical Conversations One of
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passionate writing” (Ellis & Boch
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4.4.6 Data Analysis Extracting mean
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Chapter Five: Findings from Within
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Prior to the research, staff had pa
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child-initiated. There was, however
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Although being reliant on Māori te
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Nevertheless, as I discussed in cha
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Page 189 and 190: Similarly, Shani reflected on how p
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Page 241 and 242: Chapter Seven: Discussion and Concl
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Page 249 and 250: The success of the three distinct c
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Page 253 and 254: noted Te Whāriki lacks specific co
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Page 269 and 270: Similarly to early childhood centre
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Page 273 and 274: Committee. Finding a balance in wor
Page 275 and 276: 7.9 The Last Word Early childhood t
Page 277 and 278: 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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