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

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5.5.1 Child-initiated, Teacher-directed or Routine-based ..................................................... 180 5.5.2 Age Range of the Children ......................................................................................... 182 5.5.3 Socio-economic - Deciles of Surrounding Schools ..................................................... 183 5.5.4 Involving Managers .................................................................................................. 184 CHAPTER SIX: CROSS-CASE THEMES........................................................................ 186 6.1 Overview ...................................................................................................................... 186 6.2 Information about Questionnaire Respondents .............................................................. 187 6.3 Early Childhood Teachers and Being Bicultural ............................................................ 187 6.3.1 Definitions of Bicultural ........................................................................................... 187 6.3.2 ECE Visions of Tiriti-based Pedagogy ...................................................................... 189 6.4. Strengths on Which to Build Tiriti-based Curriculum ................................................... 192 6.4.1 Team or Whole-of-centre Approach ......................................................................... 193 6.4.2 Leadership ............................................................................................................... 195 6.4.3 Sense of Responsibility ............................................................................................ 198 6.4.4 Te Reo Māori ........................................................................................................... 200 6.4.5 Support .................................................................................................................... 209 6.4.6 Whanaungatanga ...................................................................................................... 211 6.4.7 Professional Development ........................................................................................ 213 6.4.8 Time ........................................................................................................................ 215 6.4.9 Sustainability ........................................................................................................... 216 6.5. Overcoming Barriers to Tiriti-based Curriculum .......................................................... 218 6.5.1 Fears ........................................................................................................................ 218 6.5.2 Tokenism ................................................................................................................. 220 6.5.3 Lack of Confidence .................................................................................................. 222 6.5.4 Spirituality ............................................................................................................... 223 6.5.5 Multiculturalism ....................................................................................................... 225 CHAPTER SEVEN: DISCUSSION AND CONCLUSION ............................................... 229 7.1 Introduction and General Comments ............................................................................. 229 7.2 Research Question, Goals and Outcomes Revisited ....................................................... 233 7.3. Towards an Improved Framework for Tiriti-based Curriculum ..................................... 235 7.4 Research Contribution................................................................................................... 237 7.5 Beginning Tiriti-based Curriculum ................................................................................ 239 7.6 Elements of Tiriti-based Curriculum Content ................................................................ 250 7.7 Lessons Learned ........................................................................................................... 260 7.8 Recommendations and Further Research ....................................................................... 261 7.9 The Last Word .............................................................................................................. 263 GLOSSARY ........................................................................................................................ 264 Appendix A: Teacher Questionnaire ................................................................................... 266 Appendix B: Te Tiriti o Waitangi (Māori Translation) & Te Whāriki .................................. 271 iv
Appendix C: Comparisons of Early Childhood Curriculum ................................................. 276 Appendix D: Ethics Approval ............................................................................................. 277 Appendix E: Challenges and Contradictions in Implementing Bicultural Aspects of Te Whāriki .............................................................................................................................. 280 REFERENCES.................................................................................................................... 282 v
Page 1 and 2: Christine Joyce Jenkin SUPPORTING T
Page 3: 3.4 Ethics ........................
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
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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
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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
Page 95 and 96:
this discussion is “how come you
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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
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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
Page 109 and 110:
The first one I read was by Madelin
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do good research is to solve real p
Page 113 and 114:
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
Page 127 and 128:
Despite my concerns about possible
Page 129 and 130:
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
Page 135 and 136:
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
Page 169 and 170:
Prior to the research, staff had pa
Page 171 and 172:
child-initiated. There was, however
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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
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5.3.1 Whanaungatanga The teachers i
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kindergarten fathers responded to t
Page 183 and 184:
5.4 Case Study Three Case Study Thr
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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
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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
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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
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ōna tikanga. This thesis has shown
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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
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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
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which is why it is in the central p
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connecting with indigenous people a
Page 265 and 266:
and understanding. They reasoned th
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education and care centres, the onu
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Similarly to early childhood centre
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Teachers want to include Tiriti-bas
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Committee. Finding a balance in wor
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7.9 The Last Word Early childhood t
Page 277 and 278:
Piritahi Dining room Piupiu Flax sk
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Te Tiriti o Waitangi/ Treaty of Wai
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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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