2011 Research Colloquium presentation

January 5, 2018 | Author: Anonymous | Category: Arts & Humanities, Communications
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Building kaupapa Māori in Early Childhood Education

Ngaroma Williams and Mary-Liz Broadley

Mihimihi E tu kahikatea Hei whakapae ururoa Awhi mai awhi atu Tatou tatou e Tatou tatou e Stand like the kahikatea (tree) To brave the storm Embrace one another We are one together

Research Objectives Objectives are: •

To support Māori and non-Māori students, registered and qualified teachers to work more effectively and appropriately with all children in early childhood education Aotearoa, New Zealand bicultural contexts;

Te develop a model of best bicultural practice and tools for the achievement of the above.

Participants samples and data collection methods 1. Online surveys: Subject Group 1 (SG1): Year 3 Students Teachers (n=24) Subject Group 2 (SG2): OPNZ Regional Lecturers (n=13) Subject Group 5 (SG5): Tertiary teaching providers (n=3) 2. Kanohi ki te kanohi focus group sessions: Subject Group 3 (SG3): Year 2 Student Teachers (n=96) Subject Group 4 (SG4): Tangata Whenua (n=4) Subject Group 7 (SG7): Year 3 Professional Practice Student Teachers (n=42)

Participants samples and data collection methods continued… 3. Kanohi ki te kanohi video and/or audio recorded interviews:

Subject Group 4 (SG4) Tangata Whenua (n= 15) Marae-based iwi from: Dunedin, Wellington, Auckland, and Rotoura. 4. Telephone Interviews: Subject Group 6 (SG6): ECE Graduate Teachers (n=21)

Research Findings A thematic analysis of research findings was undertaken and six main themes identified, namely:

• • • • • •

Accountability Cultural identity Cultural competence Barriers to te reo me ōna tikanga A need for resources Ako (or active hands-on learning that is embedded in culture).

Research findings links to literature Durie (2003) provides further support or clarification to the Māori Education Framework developed in 2001 (Hui Taumata Mātauranga). Durie (2003) states that Māori experience similar fortunes and misfortunes to other New Zealanders however, the essential difference is that Māori live at the interface between two worlds, between te ao Māori (the Māori world) and te ao whānui (the wider global society). This interface is unique – it is unique to the people who live in Aotearoa and unique to the NZ education system. This research project is aimed at growing that space at the interface and in keeping with the underpinnings inherent in Te Whāriki.

Main research findings summarised: • • • • •

• •

ECE sector requires support to understand and implement kaupapa Māori principles, protocols, and practices. Shift required from biculturalism to bicultural development tools required. ‘Paddling the same waka’ – complementary bicultural tools required within ECE sector. Māori mentorship required for te reo me ōna tikanga. Hands-on learning tools: (waiata booklets, etc) required to support bicultural development. Pākehā need support to unmask their cultural identity. Big Picture: A set of definitive cultural competencies and measurement tools to further the creation of biculturalism kaupapa and associated resources.

Implications for practice Implications for practice are explored and a set of tools to facilitate bicultural development have been drafted. The tools are: • A kaupapa Māori Maramataka (Tikanga Maori theoretical framework calendar) • Set of Student Teachers pamphlets (n=10) • Set of Graduate Teachers pamphlets (n=5) • Set of Lecturer Guidelines Booklet • Set of Lecturers Resources Booklet • 2x Posters for ECE services and centres: Outlining iwi names throughout the motu, and a generic outline on pōwhiri protocols. • ECE Waiata booklet.

Where to Next? Submission to Ako Aotearoa for peer review on research report and bicultural tools. Conference presentations: • Early Childhood Associate Teachers Hui (2nd July, 2011); • Te Tari Puna Ora o Aotearoa ECE Conference (22nd July, 2011), • and abstract to be submitted for NZARE conference (29th November, 2011). Finalisation of tools/research report for dissemination.

Thank You and Questions Thank you to Ako Aotearoa for the national funding grant, Thank you to our participant samples, Thank you to our project mentors, Thank you to our whānau, and Thank you to Open Polytechnic and Te Tari Puna Ora o Aotearoa


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