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

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icultural curriculum). Strong, responsible leadership in this study enabled teams to own their actions in Tiriti-based curriculum. A further contribution of this thesis is methodological. In this study action research proved to be slow process. It, therefore, reinforced the potential for Tiriti- based pedagogy to be problematic. The use of action research by teachers, which has been endorsed by the Ministry of Education, (Carr et al., 2000) could be more properly considered as a mechanism for reviewing professional development in an ongoing manner rather than an approach for undertaking situational problem-based research. The research methodology used towards the end of this project was action development. This is what I created by blending selective concepts from appreciative inquiry workshop and action research procedures. This was discussed in chapter 3 and chapter 5. This study highlighted my issues with action research – namely that it draws upon a problem-oriented view of the world (Cooperrider & Srivastva, 1987). This means that in Case Study One and Case Study Two, problems were to the forefront which caused participants to feel guilty when they felt they had fallen short of their ideals. This is not surprising because the focus was often on what did not work. In contrast in Case Study Three where the methodology framework involved appreciative inquiry and the focus was on what worked about implementing Tiriti-based curriculum, the action development model emerged. Not surprisingly, again in Case Study Three, participants were proud of, and thrilled by their achievements. They were keen to share their knowledge beyond their own team. This positive focus produced positive results and led to the formulation of my action development model. Indeed, when I reflected upon action research as a methodology, I concluded that when an academic is involved this can be problematic. Despite the rhetoric of shared, collaborative inquiry, action research may be nothing more than complicated professional development. However, in retrospect this was a realisation that grew as the action research stage came to a conclusion. Both these considerations (action research as a deficit model in this project and action research as professional development) led to a change of methodology and to the emergence of action development as a model. 238
Thus, action development is what I have nominated as a blend of the positive approach of appreciative inquiry following on from action research cycles (see chapter 3). Two changes, however, were made by me to traditional action research. The first is that the cycle was plan, act, evaluate (rather than observe, which is too narrow for the process that occurred), and reflect. The second change is that the evaluation and reflection examined the processes that were working and the new plan was devised from the appreciative inquiry approach. This did allow for problems to emerge but these were resolved from the perspective of enhancement rather than problem solving. It was action development, therefore, that enabled the participants in Case Study Three to embrace Tiriti-based curriculum with pride in their achievements rather than guilt and fear, which were often apparent in Case Study One and Case Study Two. Case Study Three participants were also the only group that wanted to share their knowledge and commitment beyond their immediate team. Nevertheless, it must be pointed out that every teacher in the case study centres had started in some way to implement Tiriti-based curriculum, so they already had strengths on which they could build. 7.5 Beginning Tiriti-based Curriculum A pre-requisite for teachers in centres is that they are in agreement about heading in the same direction in relation to understanding and defining Tiriti-based curriculum. It is worth noting that among both participants and respondents and also within the literature there was a similarity of definitions in what constituted Tiriti-based curriculum. Integral to being bicultural in Aotearoa New Zealand was Te Tiriti o Waitangi partnership between Māori and the Crown which represents all other ethnicities. In discussing partnership, the notion of equal power featured strongly, however, it was this notion of power that caused Māori academics to be concerned (Bishop, 1996; Durie, 2001; Johnston, 2001; O'Sullivan, 2007; G. H. Smith, 1990). They rightly doubted power relations could be equal. That notwithstanding, the definition of bicultural provided by the Ministry of Education (1998) for the early childhood education sector, incorporates the notion of shared “understandings, practices, and beliefs between two cultures” (p. 86), and this was to the forefront in this thesis. Because there was a similarity of definitions of biculturalism within the literature and among the participants and respondents, it could safely be concluded 239
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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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Similarly, Shani reflected on how p
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as Peggy feeling unsupported in thi
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Well, we made Māori bread the othe
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Chris J: I thought there was a lot
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the extent to which the programme w
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 241 and 242: Chapter Seven: Discussion and Concl
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Page 249: The success of the three distinct c
Page 253 and 254: noted Te Whāriki lacks specific co
Page 255 and 256: This continuum depicts movement fro
Page 257 and 258: fearfulness about making mistakes a
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Page 261 and 262: which is why it is in the central p
Page 263 and 264: connecting with indigenous people a
Page 265 and 266: and understanding. They reasoned th
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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
Page 291 and 292: 279
Page 293 and 294: correct te reo Māori me ōna tikan
Page 295 and 296: Benton, M. (1979). Māori English:
Page 297 and 298: Cardno, C. (2003). Action research:
Page 299 and 300: 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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