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

Pence, 2001; Moore & Hennessy, 2006) – not for both the tangata whenua and
colonisers.
However, as described in chapter 2 there are two main issues that can
make this curriculum problematic for teachers. The first is that teachers lack
confidence, skills and knowledge in Te reo Māori me ōna tikanga and this has been
borne out by previous research. The second is that Te Whāriki is more
philosophically cast than curriculum orientated. Thus it does not provide guidance
on what and how to implement Tiriti-based pedagogy. Nevertheless, as noted in
chapter 2, there were indications in the literature from both overseas and in
Aotearoa New Zealand as to the kinds of practices teachers can usefully
incorporate into their teaching. These include the importance of commencing
programmes in the early years, incorporating indigenous language into the
curriculum, celebrating customs, and rituals, using indigenous resources and crafts
in all facets of learning, and, above all, building relationships with indigenous
groups. These factors were discussed in detail in chapter 2.
2. To discover which factors enhance and/or impede effective implementation of Tiriti-based
curriculum in early childhood education within Aotearoa New Zealand.
In chapters 5 and, 6 findings from the case studies and questionnaire as
well as the results of the latter provided factors which enhanced successful
implementation of Tiriti-based curriculum and indicated barriers that impeded this
achievement. One of the most important aspects to include for success was a
whole-of-team approach and this matter has already been alluded to at the outset of
this chapter. Also noted in the introductory comments for this chapter was the fact
that to be successful, a team needs strong leadership. Teachers need to align
themselves with their leader and they must take ownership of Tiriti-based
curriculum. When possible, teachers should work in partnership with whānau
Māori. One way teachers gain confidence, knowledge and skills, therefore, is
through continuing professional development. As discussed in chapter 6, those
aspects which impede implementation of Tiriti-based curriculum are the fear that
teachers had of making mistakes: with pronunciation of Te reo Māori or through
lack of understanding of Māori culture, protocols, and world views. Other areas
that concern teachers are: being considered tokenistic in their attempts to
implement Tiriti-based curriculum and discomfort with expressions of spirituality,
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