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Appendix A: Teacher Questionnaire Auckland University of Technology Private Bag 92006 Auckland. 15 th September 2003. Dear Colleague, The attached anonymous questionnaire is an opportunity for you to express your views on implementing the bicultural aspects of Te Whāriki and Quality in Action: Te Mahi Whai Hua. It asks you to consider how confident you feel; what knowledge you have about the Treaty of Waitangi and biculturalism; and what ideas you have for early childhood educators to help implement them. You do not have to fill out this form - only if you want to. It will take about 20 minutes to complete. Recognising the Treaty of Waitangi is a requirement in early childhood education. Relevant information is published by the Ministry of Education in both the New Zealand early childhood curriculum document Te Whāriki and in the desirable objectives and practices (DOPs) which are in Quality in Action. As part of my doctoral studies at the Institute of Public Policy at the Auckland University of Technology (AUT) I am interested in finding out how early childhood educators/teachers actually implement the bicultural curriculum. The final report may be presented in summary form at research and/or early childhood conferences and/or in journals. Any report will be available for you to read prior to this. This questionnaire is the beginning stage of a longer research project on this topic. Later on I will be talking to teachers and students in small groups and/or individually. You will be asked then if you would like to be part of the follow up sessions. Yours sincerely, Chris Jenkin Lecturer AUT 917 9999 ext 7911 chris.jenkin@aut.ac.nz Any concerns regarding the nature of this project should be notified in the first instance to the Project Supervisor Emma Davies emma.davies@aut.ac.nz Phone: 917 9999 ext 8408. Concerns regarding the conduct of the research should be notified to the Executive Secretary, AUTEC, Madeline Banda, madeline.banda@aut.ac.nz Phone: 917 9999 ext 8044. Approved by the Auckland University of Technology Ethics Committee on 24 th July 2003. AUTEC Reference number Davies03/92 266
Te Tiriti o Waitangi/ Treaty of Waitangi Teacher Questionnaire As part of my doctoral studies at the Institute of Public Policy at Auckland University of Technology (AUT) I am interested in finding out how early childhood educators/teachers implement the bicultural (tangata whenua) aspects of Te Whāriki and Quality in Action. Could you please take ten minutes to answer the questions below and return them to the marked box at reception? There are no right or wrong answers. 1. How long have you been working in early childhood? 2. What qualifications do you have? 3. How well do you speak te reo (Māori language)? Please circle the number that best describes this for you. 1______________2_________________3________________4_______________5 Do not Speak Speak Māori Māori fluently 4. How confident do you feel about speaking in te reo (Māori Language)? Please circle the number that best describes this for you. 1______________2_________________3________________4_______________5 Not confident to Confident to Speak Māori speak Māori 5. How well do you consider that you understand the Treaty of Waitangi? Please circle the number that best describes this for you. 1______________2_________________3________________4_______________5 No understanding full understanding 267
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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
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The following week Alison recorded
Page 227 and 228: However, for Case Study One teacher
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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 and 276: 7.9 The Last Word Early childhood t
Page 277: Piritahi Dining room Piupiu Flax sk
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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