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

94). However, a teacher can transfer Tiriti-based skills and knowledge previously
learnt (personal communication, Heta-Lensen). Teachers arriving at a new centre,
therefore, should be able to utilise their already established knowledge to
contribute to Tiriti-based curriculum and initiate relationships with Māori children
and whānau.
An unexplored proposition by Forsyth and Leaf (2010) encourages early
childhood teachers to “look to Te Kōhanga Reo in order to fully engage with our
Treaty partners and begin to understand the philosophies and pedagogical practices
that Te Whāriki was founded on” (p. 33). Mainstream teachers could engage with
local Te Kôhanga Reo as a way of being empowered to provide authentic Māori
curriculum, but reciprocal relationships must be honoured. Ways to do this may
not be obvious but as the Ministry of Education (2004a, p. 6) proposes, “Teachers
will be willing to take risks and acknowledge that pathways are not clearly marked
out. Advice from the community and reciprocal relationships with families will
provide signposts and support”. Affirming teachers is more likely to empower them to
up skill themselves so they gain knowledge, confidence, and courage with Tiriti-based
curriculum.
To recapitulate from both the literature and the data in this research,
therefore, differences can be seen in espoused and actual practices. Differences
arise as teachers attempt to implement Tiriti-based curriculum and I have
summarised the previous discussion into a table (see Appendix E).
When early childhood teachers want to put Tiriti-based curriculum into
practice, they become confronted by dilemmas and contradictory ideas. Despite
Heta-Lensen‟s (2005, p. 28) scepticism about the ability of teachers to deliver
Tiriti-based curriculum effectively, I remain optimistic that early childhood
teachers are willing to transform their practice so that they eventually become
successful. An appreciative model, such as action development, minimises the
potential for being frustrated and disheartened. Empowered teachers who work
from a strength-based platform, will continue to develop their skills.
7.7 Lessons Learned
I learnt several valuable lessons throughout this journey. The principal
area in which I wanted to achieve more success was with the Māori Advisory
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