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

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NEGATIVE Theoretical Framework Continuum of Teachers’ Relations to Tiriti-based Pedagogy Deficit Approach to Theorising Blended Approach as a Framework for Theorising Appreciative Approach as Theorising Framework Methodological Orientation Māori superseded Problem-based Approach to research i.e. Action Research Māori reliant Māori friendly Māori co-construction Theoretical Framework Continuum of Attitudes Informing Practice POSITIVE Blended Approach to Research i.e. Action Development Appreciative Approach to Research i.e. Appreciative Inquiry Methodological Orientation Figure 7.1 A Model of Change and Successful Implementation of Tiriti-based Curriculum 1 . The phenomena in this instance are those captured within the model because they have been the focus of this thesis. However, such a model is never intended to be absolutely precise; it is an explanatory guide, not a calibration instrument. Bearing in mind the caveat mentioned in the previous paragraph, the continuum of relationships teachers have towards Tiriti-based pedagogy, the attitudes which inform their practice (central column) moves from negative to positive, from deficit to appreciative. The continuum is pivotal to this model, 1 The concepts and configuration for this figure emerged as a result of a critical conversation between myself and Jens Hansen. 248
which is why it is in the central position and the elements within it have been previously described and justified earlier in this chapter. From the negative end of the model, the methodological approach tends to be problem based. This is a feature of action research (Cooperrider & Srivastva, 1987). Correspondingly, the theorising at the negative end of the model tends to emphasise deficit perspectives when facilitating explanations. Approaching Tiriti-based curriculum from a Māori- superseded perspective, therefore, is likely to be reflective of a deficit approach. However, if the methodology is consistent with the positive end of the model, as is the case when appreciative inquiry is used, theorising can also be based upon employing an appreciative approach as a framework. In this thesis Case Study Three used an appreciative approach to data gathering. Moreover, the main thrust of theoretical explanation throughout the thesis emphasised an appreciative approach. Thus, Māori–co-construction lends itself to being explained by the appreciative approach and appreciative inquiry procedures were able to be used to describe effective Tiriti-based pedagogy. Pondering this blending of methods prompted consideration of whether or not it was possible to similarly fuse deficit and appreciative theorising. Could action development become a theoretical framework? Whilst this is an interesting question it is clearly beyond the scope of the current study. My hope is that either myself or another researcher will consider using the blended approach as a framework for theorising. I also hope that the above model will be trailed and modified as that becomes necessary. In other words, I hope it becomes possible to consider selective elements of deficit theorising, together with positive approaches so that Tiriti-based pedagogy can flourish. This thesis has argued that affirming strengths enables teachers to become co-constructors with Māori when building Tiriti-based programmes that empower all children. In this way, teachers strengthen Māori cultural identity and engage Pākehā toward achieving permanently shared understandings of culture (Ministry of Education, 2007b). The next section outlines how this thesis has demonstrated that this is achievable. 249
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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
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6.2 Information about Questionnaire
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incorporated some idea of partnersh
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eing desirable, understanding what
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6.4.1 Team or Whole-of-centre Appro
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To summarise across the three cases
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Page 211 and 212: their own whāriki and that this is
Page 213 and 214: feature of the ideal bicultural cur
Page 215 and 216: What also encouraged teachers to co
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Page 219 and 220: Brodie saw how her initial attempts
Page 221 and 222: enough in te reo Māori to offer th
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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 235 and 236: Not everyone feels confident to del
Page 237 and 238: We should recognise the important p
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Page 241 and 242: Chapter Seven: Discussion and Concl
Page 243 and 244: The second dimension for Tiriti-bas
Page 245 and 246: ōna tikanga. This thesis has shown
Page 247 and 248: that was also discussed in chapter
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
Page 255 and 256: This continuum depicts movement fro
Page 257 and 258: fearfulness about making mistakes a
Page 259: and Case Study Three respectively w
Page 263 and 264: connecting with indigenous people a
Page 265 and 266: and understanding. They reasoned th
Page 267 and 268: education and care centres, the onu
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
Page 301 and 302: Education Review Office (1998). The
Page 303 and 304: Hansen, J. (2005). On developing an
Page 305 and 306: Kane, R. (2005). Initial teacher ed
Page 307 and 308: Revised and expanded from case stud
Page 309 and 310: Moon, P. (2002). The path to the Tr
Page 311 and 312:
O'Laoire, M. (1996). Developing lan
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Ritchie, J. (2002b). "It's becoming
Page 315 and 316:
Smith, L. T. (1999). Decolonizing m
Page 317 and 318:
Walker, R. (2008). The philosophy o
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