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horizon. Perspectives on early childhood education (pp. 23-36). Auckland, New Zealand: Pearson. Freire, P. (1972). Pedagogy of the oppressed. England: Penguin. Gibson, H., & Jeffs, L. (2000). Looking behind the mirror: A strategy for preparing students for Treaty education. In Proceedings of Treaty Conference 2000 (pp. 71-72). Auckland: Treaty Conference 2000 Publication Group. Giles, D., & Alderson, S. (2008). An appreciative inquiry into the transformative learning experiences of students in a family literacy project. Australian Journal of Adult Learning, 48(3), 465-479. Glover, A. (1995). Children and bias. In B. Creaser & E. Dau (Eds.), The anti-bias approach in early childhood (pp. 1-15). Sydney: HarperEducational. Glynn, T. (2009, September). Culturally connected understandings: Stories of a Pākehā researching with Māori. Paper presented at the Conversations about Research, School of Education, AUT University. Goffin, S. G. (2000). The role of curriculum models in early childhood education. ERIC Digest. Retrieved from http://ceep.crc.uiuc.edu/eecearchive/digests/2000/goffin00.pdf Goldstein, L. (2000). Ethical dilemmas in designing collaborative research: Lessons learned the hard way. International Journal of Qualitative Studies in Education, 13(5), 517- 530. Grace, P. (1998). Two worlds In W. Ihimaera (Ed.), Growing up Māori (pp. 47- 57). Auckland: Tandem Press. Grey, A. (2004). The quality journey: Is there a leader at the helm? New Zealand Research in Early Childhood Education, 7, 91-102. Haig, L. (1998). Titiro, moko! Whakarongo, moko! In W. Ihimaera (Ed.), Growing up Māori (pp. 40-46). Auckland: Tandem Press. Hammond, S. (1998). The thin book of appreciative inquiry (2nd ed.). Plano TX Thin Book Publishing Company. Hancock, D., & Algozzine, B. (2006). Doing case study research: A practical guide for beginning researchers. New York: Teachers College Press. Hansen, B. (2005). Jade country revisited: Understanding community in Hokitika. Unpublished project for Field Research Studies, Department of Geography, University of Otago, Dunedin, Dunedin. 290
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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
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Chapter Seven: Discussion and Concl
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The second dimension for Tiriti-bas
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ōna tikanga. This thesis has shown
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that was also discussed in chapter
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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: Education Review Office (1998). The
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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