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

that was also discussed in chapter 6. The final barrier was practitioners preferred to
incorporate multiculturalism instead of, rather than as well as, bicultural practices.
3. To propose an action development framework that can assist teachers, both as individuals
and as members of teams, to better implement Tiriti-based components of Te Whāriki.
As discussed in chapter 1, this last objective was formulated during the
research process. When teachers were appreciated for their attempts to implement
Tiriti-based curriculum they built on their existing knowledge and skills, which
they were able to then develop further. In this thesis in chapter 1 and chapter 3 I
discussed action development, and that it empowered teachers to operate from a
strength-based position rather than from a deficit stance which kept them from
moving forward and also appeared to engender feelings of guilt. In the previous
chapter it was demonstrated that what emerged quite clearly is that if we utilise
action development and work from a strength-based approach teachers can move
forward with Tiriti-based curriculum much more easily. When the team operates in
this manner, as was shown with Case Study Three, they take pride in their
achievements and are keen to share them with others.
This thesis emphasised appreciative inquiry both as a theoretical
framework and as a methodological approach. To that end building on strengths
that already exist within a team of early childhood educators is important.
Empowering early childhood teachers through action development in relation to
Tiriti-based curriculum could enable them to overcome issues such as lack of
confidence, fears of getting it wrong, and being seen as tokenistic. Professional
development (including towards qualifications) and self-review within centres,
should, therefore, start from an action development approach. This would enable
teachers to develop their visions for Tiriti-based curriculum, and to also continue to
enhance and strengthen their practice. Teachers need the support of each other in
their journey towards implementing Tiriti-based curriculum. Possibly even more
than this, however, effective partnership models occur by building relationships
with whānau Māori to enable powerful implementation of Tiriti-based curriculum.
7.3. Towards an Improved Framework for Tiriti-based Curriculum
There are three distinct constructs which have informed this thesis; Te
Tiriti o Waitangi as the founding document, appreciative inquiry as a theoretical
perspective explaining development (rather than only utilising appreciative inquiry
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