Bicultural Development in Early Childhood Care and Education in Aotearoa/New Zealand: Views of teachers and teacher educators
- 1 March 2003
- journal article
- research article
- Published by Taylor & Francis Ltd in Early Years
- Vol. 23 (1), 7-19
- https://doi.org/10.1080/0957514032000045546
Abstract
Recent years in Aotearoa/New Zealand have seen a resurgence, led by Mäori, the indigenous people, in terms of the revitalisation of Mäori language and culture. Mainstream educational settings have struggled to meet this demand beyond merely token and ineffectual ways. However, despite the growth of the Köhanga Reo and Kura Kaupapa (Mäori immersion education) movements, the majority of Mäori children are still attending mainstream early childhood centres and schools, and are largely being taught by teachers who are monolingual in English, and who may also lack knowledge of tikanga Mäori (Mäori culture and values). This paper considers the views of a range of early childhood educators on the role of early childhood care and education settings in terms of delivery of biculturally relevant programmes.Keywords
This publication has 7 references indexed in Scilit:
- Bicultural Development: Innovation in Implementation of Te WhärikiAustralasian Journal of Early Childhood, 2002
- Implementing a bicultural curriculum: Some ConsiderationsEarly Childhood Folio, 2001
- The politics of interviewing: power relations and accepting the giftInternational Journal of Qualitative Studies in Education, 1996
- A postmodernist critique of research interviewingInternational Journal of Qualitative Studies in Education, 1995
- Choosing a Model. Reflecting on the Development Process of Te Whariki: National Early Childhood Curriculum Guidelines in New Zealand∗International Journal of Early Years Education, 1993
- Anti Racism and Language Diversity: Raising Meta Linguistic Awareness to Combat RacismLiteracy, 1990
- THE SILENCED DIALOG - POWER AND PEDAGOGY IN EDUCATING OTHER PEOPLES CHILDRENHarvard Educational Review, 1988