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

ased practice. Importantly, teachers in early childhood education centres work in
teams and it is the whole-of-centre approach that is important to discover, which,
being the basis of this thesis, is discussed further in chapters 3 and 4.
With most research, as has been mentioned, findings do not automatically
fall within constructed theoretical approaches. The studies described above
determined ways in which Tiriti-based practice could be affirmed and strategies
whereby teachers could build their knowledge base and their skills and confidence
levels. Cubey concluded from her research that:
…most early childhood staff have a positive attitude to incorporating the
charter requirements on the Treaty into their programmes and
practices…All in some way have made a start towards reflecting the
Treaty in their centres, although there are those who are scarcely past the
first post. (Cubey, 1992, p. 68)
If building upon what works constitutes a successful strategy for growing
Tiriti-based practice, then it follows that a positive attitude to this is beneficial,
starting with a positive mind frame, it can be argued, is preferable to a deficit
approach. Whilst some teachers may be, as Cubey points out “scarcely past the
first post”, this is where appreciative approaches start – building upon what is
already successful no matter how small.
Ritchie (2002b) found it was essential that there was guidance by Māori in
the process of Tiriti-based development. A core component of this was
whakawhanaungatanga (Ritchie & Rau, 2006a), in which relationships with Māori
are pivotal. However, when there are no Māori children and whānau with whom
relationships can be developed, it becomes important for centres to approach local
iwi not just asking them for assistance but also being prepared to convey what the
centre can offer Māori (personal communication Heta-Lensen).
As previously reported, Burgess theorised that educators in her study fell
into three groups. To elaborate further, the first group were committed personally
and politically to the Tiriti-based curriculum based on Māori pedagogy and
demonstrated this in their practice by integrating tikanga and te reo Māori into
programmes. In other words, they continued to strengthen their knowledge and
skills. The second group valued multiculturalism with all cultures including Māori,
as this enhanced children‟s learning. They saw Tiriti-based practices as “things to
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