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

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media exposure…It‟s got to be bigger than us, it‟s got to be a national effort” (p. 234). There is, however, room for optimism. The Sunday Star Times reported that during the 2007 Māori Language Week, Television New Zealand had over 1,000 affirmative reactions and only 23 complaints for te reo Māori being used in public broadcasting` ("Phenomenal response to te reo surprises all," 2007, p. A5). Typically up to that point, some 200 positive responses only had been noted (Jenkin, 2009). In order to make a sustained and profound contribution to social equity and justice in Aotearoa New Zealand it is imperative to start Tiriti-based education at an early age. Early childhood teachers are well situated to do this but they need to have courage. They must say within their teams; “Let‟s do it. We can do it!” But they also must be humble enough and set aside fears in order to determine what partnership and co-construction with Māori really means as theory in practice, rather than espoused theory in use (Argyris & Schön, 1974). Theory in practice which emphasises action development for each centre is necessary, therefore, in order to effectively plan together so that collaborative development occurs. 228
Chapter Seven: Discussion and Conclusion “I‟m allowed to make mistakes…That is my responsibility” (FG: D, 15/12/08). 7.1 Introduction and General Comments Research is a challenging undertaking – a journey that demonstrated to me that I too was allowed to make mistakes and yet I could still make a contribution. I began this thesis with the desire to solve the problem of how Tiriti-based curriculum, as represented in Te Whāriki, can be effectively implemented. The essence of this thesis, though, is that implementing Tiriti-based curriculum is more likely to occur successfully when a developmental, strength-based approach is utilised. I have concluded that a problem-based approach may not the most effective mechanism to implementing Tiriti-based curriculum. Instead, a successful approach involves action development which is a term I have coined to label a blend of appreciative inquiry and action research. The crucial point is that this methodology builds on existing strengths. Inevitably the journey of constructing this thesis has also deepened my understanding of Tiriti-based curriculum. The beginning of my adult journey towards embracing Tiriti-based curriculum began in the late 1970s, when I was a fervent supporter of multiculturalism. Through education, however, my growing awareness of Te Tiriti o Waitangi and its impact on Māori over successive generations grew substantially. Part of my emergent understanding was that the Crown had not honoured its obligation as outlined in the founding document. This meant that as a Pākehā, I belonged to the dominant culture in Aotearoa New Zealand. I recognise the historical abuses of Māori sovereignty by the Crown and the domination of Pākehā ideology, culture and world view. This enabled me to recognise my obligation to address issues of social justice for tangata whenua. I could, therefore, use my role as an early childhood practitioner and educator, as well as my research skills to make a small contribution towards change. That has been and remains the essence of this thesis as a koha. Because “teachers are in the privileged position of making a difference in children's understandings of themselves and others” (Duhn & Craw, 2010, p. 68) 229
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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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where she had participated in bicul
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5.3.1 Whanaungatanga The teachers i
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kindergarten fathers responded to t
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5.4 Case Study Three Case Study Thr
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I learnt a lot of Māori - like how
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to incorporate tikanga they had ide
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Page 195 and 196: Chris J: I thought there was a lot
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Page 199 and 200: 6.2 Information about Questionnaire
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Page 205 and 206: 6.4.1 Team or Whole-of-centre Appro
Page 207 and 208: To summarise across the three cases
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Page 211 and 212: their own whāriki and that this is
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Page 215 and 216: What also encouraged teachers to co
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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 233 and 234: informal discussion about implement
Page 235 and 236: Not everyone feels confident to del
Page 237 and 238: We should recognise the important p
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Page 243 and 244: The second dimension for Tiriti-bas
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Page 249 and 250: The success of the three distinct c
Page 251 and 252: Thus, action development is what I
Page 253 and 254: noted Te Whāriki lacks specific co
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Page 269 and 270: Similarly to early childhood centre
Page 271 and 272: Teachers want to include Tiriti-bas
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
Page 279 and 280: Te Tiriti o Waitangi/ Treaty of Wai
Page 281 and 282: 7. Please put a tick in the box tha
Page 283 and 284: Appendix B: Te Tiriti o Waitangi (M
Page 285 and 286: Mana Atua Well-being The health and
Page 287 and 288: Te Whāriki Goals Reflective Questi
Page 289 and 290: 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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