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

lend of the positive workshop dimensions of appreciative inquiry (discover,
dream, design, and deliver) (Yoder, 2005) followed by the cycles of action research
(plan, act, observe and reflect) (Kemmis & McTaggart, 1988). A summary of
appreciative inquiry by Chile (2009) notes that:
Appreciative inquiry is a process that seeks to transform the culture of development
communication from focusing on a negative construction of individuals and
communities, to one that speaks to their strengths and capacities to promote positive
change by focusing on peak experience and successes.
It uses methods of communication that draw out positive memories, and a collective
analysis of development successes in the community.
The stories and analysis become reference points locating energy for change. (Slide
23)
Appreciative inquiry has its roots in both action research and
organisational development (Bushe, 1999). “AI [Appreciative inquiry] is action
research that is a radically affirmative approach searching for the best in people and
their organisations” (Yoder, 2005, p. 45). The earliest proponents of appreciative
inquiry, Cooperrider and Srivastva (1987), stated they were concerned about the
lack of theory in action research and described their new methodology as “an
affirmative form of inquiry uniquely suited for discovering generative theory”
(p.130).
An important point to make is that appreciative inquiry serves as a
theoretical framework and as a methodology. Appreciative inquiry thus became a
heuristic for enabling thinking about Tiriti-based curriculum within Te Whāriki to
occur through the lens of facilitating positive change but it also provided a way of
understanding positive development when it was used as a theoretical framework
for analysis.
Thus on the one hand teachers were able to build upon what they were
already doing successfully as individuals and as members of early childhood teams.
But for this thesis, the notion of appreciative inquiry was also employed as a
theoretical framework. Indeed, as will become apparent, there is a relative absence
of scholarly work which deploys appreciative inquiry as a theoretical framework.
Appreciative inquiry as a theoretical framework enabled me to preserve my
optimistic outlook, and at the same time, it facilitated a form of constructive critical
analysis. Using this platform was an inspired suggestion which must be attributed
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