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Appendix E: Challenges and Contradictions in Implementing Bicultural Aspects of Te Whāriki Espoused or Preferred Practice Deficit/Justifications/Reality? Build relationships with whānau Māori, their iwi and hapu (Ritchie, 2002) It is difficult to develop whānau relationships when there are no Māori children at the centre (see Te Whāriki enables a unique relationship with whānau and iwi to develop – to weave a unique curriculum (Ritchie, 2003). Starting somewhere for example with the environment and te reo Māori words and phrases (see chapter 6) chapter 6). Pākehā want to avoid tokenism and “dial a pōwhiri” mentality (Manning, 1998). Māori may be too busy with their own community to help Pākehā or may be second and third mono- lingual speakers of English. Te Whāriki has insufficient guidance on content (Broström, 2003; Clark, 2005; Nuttall, 2003). Tiriti-based curriculum is not transferable (Ritchie, 2003). Tokenistic efforts include adding manageable content such as indigenous handicrafts and songs, often taken out of context and delivered without the deeper cultural meanings (Colbung et al p2007; Watt-Cloutier, 2000) Respecting tikanga will make Māori feel more welcome (see page 208). Don‟t “dial a pōwhiri” (Manning, 1998). Have a welcoming environment and through the process of whakawhanaungatanga relationships with whānau Māori develop. Māori will feel empowered to offer their knowledge and skills (see see chapter 6). This could be seen as an optimal bicultural approach but what happens when there are no Māori children in the centre from which to start to build relationships? Curriculum is for all children: non-Māori as well, who also under Te Tiriti o Waitangi need to understand and practice te reo Māori me ōna tikanga (see chapter 6). Provide symbols and visual expressions of Māori culture (Case Study Two). Attempts at providing representation for cultures other than the pervasive western mainstream Posters, language, puzzles, books are put into environment to make it feel more welcoming (see chapter 6). culture are tokenistic and ineffectual (Colbung et al., 2007). Staff can be unaware of the disempowerment to Māori in some of these representations (Colbung et al., 2007). Incorporate te reo Māori (Case Study One and Case Study Two). Difficult with adult second language learners to attain correct pronunciation and fluency with te reo Māori (see see chapter 6). Although teachers should strive to provide accuracy. It has been said that those who want Numbers of Māori children are more evident in mainstream centres especially education and care 280
correct te reo Māori me ōna tikanga will be at Kohanga Reo (see chapter 6). centres. Teachers should provide an accurate Tiriti-based curriculum (see chapter 6). Have a Māori teacher in the centre (see chapter 6). Māori are left to provide Māori content and language (Ritchie, 2002). Both Māori and Pākehā signed Te Tiriti and need to take responsibility for the relationship (see chapter 1). Have courage and make attempts despite fear of getting to wrong (Ministry of Education, 2004a). Teachers too afraid and/or ashamed to speak te reo Māori when Māori are present. Racism and implementing Te Tiriti can be seen as a Pākehā problem. Attempts at providing representation are at worst inaccurate misrepresentations (Colbung et al, 2007). Attitude of Māori -centred (see chapter 7). On a continuum approach, there are stages of development on the way to being Māori-centred (see chapter 7). Partnership (see chapter 7). Compromise? What is given up? Teacher education programmes provide knowledge of te reo Māori me ōna tikanga. Who will teach this? Māori? Pākehā? Partnership model? (Gibson & Jeffs, 2000; Herzog & Margaret, 2000). Will 3 year early childhood teacher education programmes enable students to be sufficiently knowledgeable and skilled in te reo Māori me ona tikanga to be effective? 281
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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
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However, for Case Study One teacher
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The emerging point is that sustaini
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did not understand te reo Māori me
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informal discussion about implement
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Not everyone feels confident to del
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We should recognise the important p
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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
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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
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Page 257 and 258: fearfulness about making mistakes a
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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 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: 279
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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