Since 1996 Aotearoa New Zealand has had a national early childhood curriculum, Te WhÄriki, which validates the language and culture of the Indigenous MÄori. This book provides two lenses into the history of early childhood care and education in Aotearoa, with a particular focus on MÄori children and their families, In elucidating the specific context of early childhood care and education in Aotearoa, with a particular emphasis on the ways in which the recent policy context has operated in an attempt to effect inclusion or exclusion of MÄori epistemologies and pedagogies within both MÄori initiatives such as Te KÅhanga Reo (a MÄori immersion whÄnau/family development movement), as well as 'whitestream' institutions, this book offers insight into struggles to provide culturally equitable provision to Indigenous young children.
Jenny Ritchie's teaching, research, and writing has focused on supporting early childhood educators and teacher educators to enhance their praxis in terms of cultural, environmental and social justice issues. She has recently led three consecutive two-year studies funded by the New Zealand Teaching and Learning Research Initiative.
Mere Skerrett is an enthusiastic champion of the regeneration of te reo Maori (the Maori language or indigenous language of Aotearoa) as a living language. In recent years her reflective practice has been around the actual mechanics of the successful regeneration of the Maori language in Kohanga Reo (language nests) and young children's conceptual development relating to their indigeneity. She is currently a Senior Lecturer at Canterbury University.
Part A: Kaupapa Maori Early Childhood Care and Education
1: Working with Deleuzian Theories in a Counter-colonial Project:
Re-positioning Maori language in Early Years Education
2: Policy and Inhibiters of Bicultural/Bilingual Advancement
3: Pedagogies . . .
Part B: Indigenising 'Whitestream' Early Childhood Care and Education Practice in Aotearoa
4: Contextual Explorations
Promises, promises . . . Te Tiriti and Te Whariki as ethical visions
Settler assumption of sovereignty
'Flaxroots' early childhood education and care services
Chance to be equal
Repositioning te Ao Maori as central to education
New right enmeshment with liberal social policies
Neo-liberal discursive era
5: Overviewing Documents
Guidance from further Ministry of Education documents
Shifts seen in recent research
Maori 'Beingness' as a source of potentiality
6: A counter-colonial pedagogy of affect in early childhood education in Aotearoa New Zealand