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

I think it should be a multi cultural curriculum. I don‟t think it is realistic
to think bi-, with all other cultures blending/coming into NZ more and
more (Asian, Pacific etc) (R. 400).
We have many families attending our centre from other cultural
backgrounds than Māori. There is a need for their voices to be heard (R.
205).
ERO AKA etc need to accept where our kindy is at in working with
biculturalism in a multicultural world (R 405).
The notion of multiculturalism, Stuart (2002) contends, is a description of
the many ethnicities in Aotearoa New Zealand, whereas biculturalism is about
politics and power sharing. D, from Case Study One, explained from a
practitioner‟s viewpoint, the political importance of implementing Tiriti-based
curriculum:
I think politically. Let me put a politically very correct statement. I‟m
responsible to deliver the bicultural curriculum. I‟m not saying I‟m not
responsible for multicultural curriculum because if a child comes; but
even if I don‟t have any Māori children, I‟m still responsible to deliver
bicultural curriculum. But if I don‟t have Indian children, perhaps it‟s
my choice whether to give them that culture if I know it. But even
irrespective of the ethnicity of the children within my centre I‟m
responsible to give that bicultural curriculum. It‟s my responsibility
(FG: D, 15/12/08).
Some teachers disregarded the political obligation enshrined within Tiriti-
based curriculum and opted for multiculturalism instead. The demographic profile
of the centre appeared to be a factor:
In our centre we have a Pākehā high ratio. 95% Pākehā, 2% Asian, 2%
Māori 1% other. We do find that parents are not interested in things
Māori and they believe we live in a multicultural society not bicultural.
We struggle with our bicultural programme (R. 407).
Whilst it is important to acknowledge all ethnicities in an early childhood
education programmes this does not mean that Tiriti-based focus should be
replaced. It is possible to build bicultural partnerships and also acknowledge the
many ethnicities of children attending the centre. It is important, however, that in
our desire to be inclusive of all groups, Māori are not marginalised. As Chile
(2000) states:
Māori feel threatened by multiculturalism. The bicultural promise has
not been delivered. Aspiration towards building a multicultural, without
first realising the bicultural, partnership just adds to the number of threats
to the bicultural partnership arrangement. It threatens to consign Māori
to the position of an ethnic group and marginalise te ritenga Māori as
226