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Palgrave Macmillan

Early Childhood Education in Aotearoa New Zealand

History, Pedagogy, and Liberation

ISBN 9781137394415
Publication Date December 2013
Formats Hardcover Ebook (EPUB) Ebook (PDF) 
Publisher Palgrave Pivot
Series Critical Cultural Studies of Childhood

Since 1996 Aotearoa New Zealand has had a national early childhood curriculum, Te Whāriki, which validates the language and culture of the Indigenous Māori. This book provides two lenses into the history of early childhood care and education in Aotearoa, with a particular focus on Māori 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 Māori epistemologies and pedagogies within both Māori initiatives such as Te Kōhanga Reo (a Māori immersion whānau/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 Māori (the Māori 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 Māori language in Kōhanga Reo (language nests) and young children's conceptual development relating to their indigeneity. She is currently a Senior Lecturer at Canterbury University.

Introduction
Part A: Kaupapa Māori Early Childhood Care and Education
1: Working with Deleuzian Theories in a Counter-colonial Project:
Re-positioning Māori 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
Introduction
Promises, promises . . . Te Tiriti and Te Whāriki as ethical visions
Settler assumption of sovereignty
Progressive traditions
'Flaxroots' early childhood education and care services
Māori Pre-schools
Chance to be equal
Repositioning te Ao Māori as central to education
New right enmeshment with liberal social policies
Neo-liberal discursive era
References
5: Overviewing Documents
Background
Guidance from further Ministry of Education documents
Shifts seen in recent research
Māori 'Beingness' as a source of potentiality
Concluding thoughts
6: A counter-colonial pedagogy of affect in early childhood education in Aotearoa New Zealand
Background
Methodology
Data examples
Conclusion
Conclusion

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