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

The success of the three distinct constructs which have informed this
thesis is undoubtable. Teachers participated in this research because they were
looking for solutions to what they perceived to be the difficulties with Tiriti-based
curriculum. In other words they were keen to honour their obligations as partners
to Tiriti o Waitangi. Theorising from an appreciative inquiry framework has
illuminated ways for teachers to implement Tiriti-based curriculum from a positive,
affirming perspective that builds on their strengths. Finally, action development
has provided a methodological strategy that will empower the first two constructs
to be transformed into action: that of successful implementation of Tiriti-based
curriculum.
7.4 Research Contribution
There are two areas I wish to highlight in terms of research contribution.
The first concerns the implementation of Te Whāriki. My critical appraisal of this
document has led me to further investigate claims from Clark (2005) that rather
than being a curriculum, albeit non-prescriptive, it is in fact a philosophy. The
second is the way the research demonstrated that a whole-of-centre approach with a
shared vision and collaborative action can make a difference to the implementation
of Tiriti-based pedagogy. The central focus in this thesis was the whole-of-centre
approach. Although Ritchie and Rau (2008) have discussed a team approach, in
which individual teachers were working with their teams, unlike in this research it
was not the main method utilised to collect their data. In this research the main
approach to data collection involved teams of early childhood teachers. This
differs from the team focus nominated by Ritchie and Rau because team work was
not fundamental to the data collection.
I would argue that a team approach is a crucial element for success as
teachers acting individually are unable to influence centre practice very much at all.
Given that early childhood teachers work in teams, Tiriti-based curriculum is too
challenging and difficult for an individual to implement without the empowerment
and support of group members. It is the whole-of-centre approach that makes a
difference in effective implementation of Tiriti-based programmes. In other words,
effective Tiriti-based pedagogy is more likely to occur with a whole-of-team
approach implemented by teachers who have an agreed upon understanding of
what this entails (their definition of biculturalism), and a shared vision (their ideal
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