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

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Table of Contents LIST OF FIGURES ............................................................................................................. VI LIST OF TABLES ............................................................................................................... VI ATTESTATION OF AUTHORSHIP ................................................................................. VII ACKNOWLEDGEMENTS .............................................................................................. VIII ABSTRACT ......................................................................................................................... XI PROLOGUE .......................................................................................................................... 1 Positioning Myself as a Researcher ........................................................................................ 2 Conventions for this Thesis .................................................................................................... 9 CHAPTER ONE: BACKGROUND TO THIS THESIS ......................................................13 1.1 Overview ........................................................................................................................13 1.2 Research Question, Objectives, and Theoretical Framework ............................................14 1.3 Implementing Te Whāriki ...............................................................................................21 1.3.1 Te Tiriti o Waitangi as a Cornerstone for this Research ...............................................22 1.3.2 Description of Te Whāriki ..........................................................................................31 1.4 Structure of this Thesis ...................................................................................................37 CHAPTER TWO: PERSPECTIVES FROM THE LITERATURE ...................................40 2.1 Overview ........................................................................................................................40 2.2 Process and Frameworks .................................................................................................41 2.2.1 Definitions .................................................................................................................42 2.2.2 Configuring Links between Language and Culture ......................................................47 2.3 Critically Appraising Ministry Documents ......................................................................51 2.3.1 Curriculum .................................................................................................................59 2.3.2 Philosophy .................................................................................................................65 2.4 Previous Tiriti-Based Early Childhood Research .............................................................71 2.4.1 The International Scene ..............................................................................................76 2. 5 Implementing Tiriti-based Curriculum ...........................................................................80 CHAPTER THREE: RESEARCH DESIGN AND ETHICS...............................................84 3.1 Preamble to Chapters Three and Four. .............................................................................84 3.2 Overview of Chapter 3 ....................................................................................................87 3.3 Moving from Action Research to Appreciative Inquiry ...................................................90 3.3.1 Critical and Classroom Action Research .....................................................................92 3.3.2 My Issues with Action Research .................................................................................94 3.3.3 Appreciative Inquiry...................................................................................................99 3.3.4 Comparison of Action Research and Appreciative Inquiry ........................................ 104 3.3.5 Action Development with Case Study Three ............................................................. 105 ii
3.4 Ethics ........................................................................................................................... 107 3.4.1 Ethics and Action Research ...................................................................................... 109 3.4.2 Do No Harm and Avoid Deceit ................................................................................. 110 3.4.3 Anonymity ............................................................................................................... 110 3.4.4 Confidentiality ......................................................................................................... 111 3.4.5 Ethical Issues of Power ............................................................................................ 112 3.4.6 Voluntary Participation ............................................................................................ 114 3.4.7 Data Analysed and Faithfully Reported .................................................................... 115 3.4.8 Kaupapa Māori Research .......................................................................................... 117 CHAPTER FOUR: METHODS OF DATA COLLECTION ............................................ 124 4.1 Overview ...................................................................................................................... 124 4.2 Case Study .................................................................................................................... 125 4.2.1 Access to Case Study Centres..................................................................................... 129 4.3.1 Questionnaire ........................................................................................................... 133 4.3.2 Multiple Data Collection Methods within Case Studies ............................................. 138 4.3.2.1 Observation ........................................................................................................... 138 4.3.2.2 Documentary Analysis .......................................................................................... 141 4.3.2.3 Focus Group .......................................................................................................... 143 4.3.2.4 Interviews ............................................................................................................. 145 4.4 Methodological Matters Pertaining to Whole Project ..................................................... 147 4.4.1 Place of Autoethnography ........................................................................................ 147 4.4.2 Critical Conversations .............................................................................................. 149 4.4.3 Critically Reflective Commentaries .......................................................................... 150 4.4.4 Data management ..................................................................................................... 150 4.4.5 Trustworthiness and Triangulation: Some Critical Commentary on Reliability and Validity............................................................................................................................. 151 4.4.6 Data Analysis ........................................................................................................... 153 CHAPTER FIVE: FINDINGS FROM WITHIN THE CASE STUDIES ......................... 155 5.1 Overview ...................................................................................................................... 155 5.2 Case Study One ............................................................................................................ 156 5.2.1 Excursions ............................................................................................................... 159 5.2.2 Role Modelling Te Reo Māori .................................................................................. 160 5.2.3 Professional Development ........................................................................................ 162 5.3 Case Study Two ............................................................................................................ 164 5.3.1 Whanaungatanga ...................................................................................................... 167 5.3.2 Pōwhiri .................................................................................................................... 168 5.3.3 Challenges to Sustaining Tiriti-based Curriculum ..................................................... 169 5.4 Case Study Three .......................................................................................................... 171 5.4.1 Strategies for Support and Success ........................................................................... 175 5.4.2 Difficulties ............................................................................................................... 178 5.5 Findings Resulting From Selection Criteria ................................................................... 180 iii
Page 1: Christine Joyce Jenkin SUPPORTING T
Page 5 and 6: Appendix C: Comparisons of Early Ch
Page 7 and 8: Attestation of Authorship I hereby
Page 9 and 10: It was extremely providential that
Page 11 and 12: Abstract Te Whāriki, the national
Page 13 and 14: Prologue This thesis is the story o
Page 15 and 16: ead in my room. The freedom to be o
Page 17 and 18: were spoken by some families in the
Page 19 and 20: I was drawn towards those methodolo
Page 21 and 22: educational journey, enrolling in a
Page 23 and 24: means that centres which are parent
Page 25 and 26: 1.1 Overview Chapter One: Backgroun
Page 27 and 28: (all the time). It was from these b
Page 29 and 30: lend of the positive workshop dimen
Page 31 and 32: 3. Reality is created in the moment
Page 33 and 34: preparing children for life and Wha
Page 35 and 36: For early childhood teachers in Aot
Page 37 and 38: However, in order to understand Te
Page 39 and 40: karakia and waiata. In 1989 the Nat
Page 41 and 42: constructing the curriculum were de
Page 43 and 44: contributions to decision making”
Page 45 and 46: Principle Three - Whānau Tangata F
Page 47 and 48: traditional rituals that are still
Page 49 and 50: Action development enabled Tiriti-b
Page 51 and 52: contribution of this thesis are rev
Page 53 and 54:
language skills and growing cultura
Page 55 and 56:
opposed to the notion of bicultural
Page 57 and 58:
Secondly, as previous research (Het
Page 59 and 60:
iculturalism. It was found that thi
Page 61 and 62:
te reo Māori. The Western Canadian
Page 63 and 64:
about Tiriti-based curriculum and t
Page 65 and 66:
I would argue, therefore, that this
Page 67 and 68:
directed by Margaret Carr and Wendy
Page 69 and 70:
implement Te Whāriki (May, 2001; N
Page 71 and 72:
effective practices, additionally,
Page 73 and 74:
was anxious to avoid both the prepa
Page 75 and 76:
At first glance there seems to be a
Page 77 and 78:
2.3.2 Philosophy From the start it
Page 79 and 80:
The implementation of Te Whāriki e
Page 81 and 82:
place to develop an early childhood
Page 83 and 84:
particularly relevant for Tiriti-ba
Page 85 and 86:
which had also been examined from a
Page 87 and 88:
e learnt like a curriculum subject
Page 89 and 90:
However, what is occurring in early
Page 91 and 92:
Inuktitut language. Thus, the curri
Page 93 and 94:
welcoming process in building those
Page 95 and 96:
this discussion is “how come you
Page 97 and 98:
ecently, Colbung, Glover, Rau and R
Page 99 and 100:
As already noted, a mixture of meth
Page 101 and 102:
this project my way of thinking was
Page 103 and 104:
early childhood setting. In particu
Page 105 and 106:
these are discussed in Chapter Four
Page 107 and 108:
with the research, either directly
Page 109 and 110:
The first one I read was by Madelin
Page 111 and 112:
do good research is to solve real p
Page 113 and 114:
The issues for these teachers, whic
Page 115 and 116:
The third stage encompasses the des
Page 117 and 118:
esearch cycles, both as method and
Page 119 and 120:
explained why I changed methodology
Page 121 and 122:
Table 3.3 summarises, how ethical p
Page 123 and 124:
opportunity to read reports and dis
Page 125 and 126:
ecause the fieldwork needs to be th
Page 127 and 128:
Despite my concerns about possible
Page 129 and 130:
Study One, which I considered to be
Page 131 and 132:
implemented within early childhood
Page 133 and 134:
However, once I had started the dat
Page 135 and 136:
confidential and therefore, as in C
Page 137 and 138:
even more importantly research proc
Page 139 and 140:
likely be at a different place on t
Page 141 and 142:
discernable. However, as can been s
Page 143 and 144:
approached a local centre that had
Page 145 and 146:
(Oakley, 2000). Further, I assert t
Page 147 and 148:
they haven‟t thought about the is
Page 149 and 150:
The number of questionnaires distri
Page 151 and 152:
curriculum in early childhood centr
Page 153 and 154:
and challenges as they did this - t
Page 155 and 156:
and appreciative inquiry was tape r
Page 157 and 158:
4.3.2.4 Interviews During the analy
Page 159 and 160:
clear to me they would use differen
Page 161 and 162:
4.4.2 Critical Conversations One of
Page 163 and 164:
passionate writing” (Ellis & Boch
Page 165 and 166:
4.4.6 Data Analysis Extracting mean
Page 167 and 168:
Chapter Five: Findings from Within
Page 169 and 170:
Prior to the research, staff had pa
Page 171 and 172:
child-initiated. There was, however
Page 173 and 174:
Although being reliant on Māori te
Page 175 and 176:
Nevertheless, as I discussed in cha
Page 177 and 178:
where she had participated in bicul
Page 179 and 180:
5.3.1 Whanaungatanga The teachers i
Page 181 and 182:
kindergarten fathers responded to t
Page 183 and 184:
5.4 Case Study Three Case Study Thr
Page 185 and 186:
I learnt a lot of Māori - like how
Page 187 and 188:
to incorporate tikanga they had ide
Page 189 and 190:
Similarly, Shani reflected on how p
Page 191 and 192:
as Peggy feeling unsupported in thi
Page 193 and 194:
Well, we made Māori bread the othe
Page 195 and 196:
Chris J: I thought there was a lot
Page 197 and 198:
the extent to which the programme w
Page 199 and 200:
6.2 Information about Questionnaire
Page 201 and 202:
incorporated some idea of partnersh
Page 203 and 204:
eing desirable, understanding what
Page 205 and 206:
6.4.1 Team or Whole-of-centre Appro
Page 207 and 208:
To summarise across the three cases
Page 209 and 210:
Support from someone knowledgeable
Page 211 and 212:
their own whāriki and that this is
Page 213 and 214:
feature of the ideal bicultural cur
Page 215 and 216:
What also encouraged teachers to co
Page 217 and 218:
me, wash your hands, and come here.
Page 219 and 220:
Brodie saw how her initial attempts
Page 221 and 222:
enough in te reo Māori to offer th
Page 223 and 224:
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 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 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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