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

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Glossary (Ritchie & Rau, 2006; Ryan, 1994, Ritchie per comm., Forsyth per comm.; http://www.Māori dictionary.co.nz/) Aotearoa New Zealand Aroha Love, sympathise Ata marie Peaceful morning E noho Sit down Awhi To embrace, cherish E tu Stand up Haere mai Come here Haka Fierce rhythmic dance Hāngi Earth oven, food from earth oven Hapu Sub tribe Harakeke Flax Hongi Press noses Horoi ō ringaringa Wash your hands Iwi Tribe Kai Food Kākāriki Green Ka kite Good bye Kapa Haka Team of Dancers Ka pai Good Karakia Blessing/prayer, incantation Karanga Call in this instance to summon people onto the marae Kaumātua Elder Kawa Tribal protocols Kāwanatanga Governorship Kia ora Hello Kei a Wai? Who has it? Kete Basket Kōhanga Reo Language nest -Māori immersion preschool Kōrero Speak, talk Koru Carved spiral pattern Kotahitanga Holistic Development Kōwhaiwhai Scroll painting on rafter Mana Integrity, charisma, prestige Mana Aotūroa Exploration Mana Atua Well-being Mana Reo Communication Mana Tangata Contribution Mana Whenua Belonging Māori Indigenous people of Aotearoa New Zealand; Ordinary, “normal” in relation to Pākehā Marae Central area of village and its buildings Marae noho Sleep-over on the marae Mātāriki Māori New Year Mihi Speech of greeting, introduction Moe Sleep Moko Tattoo Mōrena (Good) morning Ngā Atua Gods Ngā Hononga Relationships Pākehā Original settlers of British descent Pakipaki Clap Pakiwaitara Mythology, fairy tales, legends, local stories Papatūānuku Mother Earth Pāua Shellfish, abalone Piko Bend, curve, spiral 264
Piritahi Dining room Piupiu Flax skirt Poi Ball on a string Porohita Circle Porotāwhao Driftwood Pōwhiri Welcome, opening ceremony Ponga Silver fern Puna Māori immersion early childhood setting Pungāwerewere Spider Rākau Sticks Rua Two Tahi One Takahia Stamp (feet) Tapu Sacred, forbidden, taboo Tangata whenua People of the land, local people Taonga Treasures, both tangible and intangible, that are highly valued by Māori Te Ao Māori The Māori World Te ao me te reo Māori The Māori world and language Te Ara Reo Māori language course Kōhanga Reo Language Nest - Māori immersion preschool Tēnā koutou Formal greeting to many people Teina (cf. Tuakana) Younger brother (of male), younger sister (of female) Te reo The language Te reo Māori me ōna tikanga Māori language and customs Te ritenga Māori The symbolic embodiment of the process undertaken to develop Māori cultural aspirations Te Tiriti o Waitangi The Treaty of Waitangi Te Whāriki The woven mat Tikanga Customs, practices which are correct procedure Toru Three Tapa toru Triangle Tuakana (cf. Teina) Older brother (of male), older sister of (of female) Waiata Songs Wairua A spirit associated with a person or thing Whā Four Whaikōrero Make a speech/oration Whakamana Empowerment Whakapapa Genealogy, cultural identity Whakawhanaungatanga Cause relationship [noun] Wānanga Māori Tertiary Education Institution Whanaungatanga Relationship, kinship Whānau Wider family members Whānau Tangata Family and community Whare House Whare paku Toilet Whāriki Woven mat Whero Red 265
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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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Support from someone knowledgeable
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their own whāriki and that this is
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feature of the ideal bicultural cur
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What also encouraged teachers to co
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me, wash your hands, and come here.
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Brodie saw how her initial attempts
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enough in te reo Māori to offer th
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Bring Māori people into the centre
Page 225 and 226: The following week Alison recorded
Page 227 and 228: However, for Case Study One teacher
Page 229 and 230: The emerging point is that sustaini
Page 231 and 232: did not understand te reo Māori me
Page 233 and 234: informal discussion about implement
Page 235 and 236: Not everyone feels confident to del
Page 237 and 238: We should recognise the important p
Page 239 and 240: only another of many cultures in Ao
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 260: and Case Study Three respectively w
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
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: 7.9 The Last Word Early childhood t
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
Page 313 and 314: 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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