Taking as a starting point the work of Aotearoa New Zealand to provide an education system that includes curriculum, pedagogy, and language from indigenous Maori culture, this book investigates the ensuing practices, policies, and dilemmas that have arisen and provides a wealth of data on how truly culturally inclusive education might look.
Taking as a starting point the work of Aotearoa New Zealand to provide an education system that includes curriculum, pedagogy, and language from indigenous Maori culture, this book investigates the ensuing practices, policies, and dilemmas that have arisen and provides a wealth of data on how truly culturally inclusive education might look.
Author Jenny Ritchie: Jenny Ruth Ritchie is Associate Professor of Early Childhood Education at Unitec Institute of Technology, New Zealand. Author Mere Skerrett: Mere Skerrett is Senior Lecturer in the School of Teacher Education of the University of Canterbury, New Zealand.
Inhaltsangabe
Introduction Part A: Kaupapa M?ori Early Childhood Care and Education 1: Working with Deleuzian Theories in a Counter-colonial Project: Re-positioning M?ori 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 Wh?riki as ethical visions Settler assumption of sovereignty Progressive traditions 'Flaxroots' early childhood education and care services M?ori Pre-schools Chance to be equal Repositioning te Ao M?ori 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 M?ori '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
Introduction Part A: Kaupapa M?ori Early Childhood Care and Education 1: Working with Deleuzian Theories in a Counter-colonial Project: Re-positioning M?ori 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 Wh?riki as ethical visions Settler assumption of sovereignty Progressive traditions 'Flaxroots' early childhood education and care services M?ori Pre-schools Chance to be equal Repositioning te Ao M?ori 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 M?ori '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
Introduction Part A: Kaupapa M?ori Early Childhood Care and Education 1: Working with Deleuzian Theories in a Counter-colonial Project: Re-positioning M?ori 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 Wh?riki as ethical visions Settler assumption of sovereignty Progressive traditions 'Flaxroots' early childhood education and care services M?ori Pre-schools Chance to be equal Repositioning te Ao M?ori 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 M?ori '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
Introduction Part A: Kaupapa M?ori Early Childhood Care and Education 1: Working with Deleuzian Theories in a Counter-colonial Project: Re-positioning M?ori 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 Wh?riki as ethical visions Settler assumption of sovereignty Progressive traditions 'Flaxroots' early childhood education and care services M?ori Pre-schools Chance to be equal Repositioning te Ao M?ori 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 M?ori '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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