title: “It’s becoming part of their knowing”: a study of bicultural development in an early childhood teacher education setting in Aotearoa/New Zealand

authors: Ritchie, Jenny

abstract: This study is an exploration of the implementation of bicultural development within a university-based early childhood teacher education programme in Aotearoa/New Zealand, which can be considered to be a bicultural country (Walker, 1987, p. 221). Bicultural development is a process in line with obligations contained within the Te Tiriti o Waitangi/The Treaty of Waitangi, which are reflected within the New Zealand Ministry of Education’s Revised Statement of Desirable Objectives and Practices (Ministry of Education, 1996a) and the early childhood curriculum, Te Whāriki (Ministry of Education, 1996b). The study adopts a critical, transformative theoretical paradigm, and employed an eclectic and emergent qualitative methodological approach, that reflected aspects from ethnographic, narrative and grounded theory methodologies. Interviews with university lecturers, early childhood care and education teachers, and professional development facilitators within the early childhood field; observations within early childhood care and education centres; audio taping of university class discussions; samples of university student assignments; and a written survey of graduates of the university teacher education programme provide the sources of data for the study. Central to the methodological process is a commitment to ethical care for participants, which involves attentive accountability to the interpretations that they place on the material that they contribute to the study and to the overall theorising of the significance of the findings. 

Key research questions of the study were to define ‘bicultural development’ in the context of early childhood care and education in this country; to identify key components of the bicultural development implementation process employed within the university teacher early childhood education programme; to distinguish some useful ‘indicators’ of bicultural development within early childhood centres; and to consider the implications for the teacher education programme in terms of preparing graduates to facilitate bicultural development within their future work in early childhood education. 

A significant finding of the study was the identification of a range of strategies for implementing bicultural development in early childhood education teacher education and care and education settings. The key strategies include Tiriti-based partnership models of teaching whereby Māori and Pākehā work alongside each other, enabling the paralleling of Māori and Western perspectives within both university teacher education and early childhood care and education programmes. It was considered essential that universities employ Māori lecturers to enable Māori content within the teacher education programme to be adequately provisioned. Since there are few Māori educators employed in mainstream early childhood services, it was suggested that teachers might seek to employ a “whanaungatanga” approach. This involves the early childhood centre staff creating a climate and environment in which Māori families/whānau are comfortable to participate fully in programme planning, implementation, and evaluation, which will enable all children attending to access Māori perspectives alongside the Western curriculum content. This approach is consistent with Article Two of Te Tiriti o Waitangi, which guaranteed to Māori their tino rangatiratanga, or self-determination. 

An implication for management and staff of early childhood teacher education programmes in Aotearoa/New Zealand is the need to equip graduates with the knowledge bases and commitment that will enable them to implement bicultural development, ideally through adopting, a whanaungatanga approach. This involves facilitating teacher education students to move beyond the dysconscious racism (King, 1994) that is deeply embedded in mainstream Pākehā culture in this country, to the position where they are able to adopt a critical, transformative stance that is humble, respectful and responsive to cultural difference. This stance includes valuing the inclusion of te reo me ōna tikanga throughout early childhood programmes, in a partnership initiated by teachers, but one in which whānau Māori are then able to take the lead in determining the nature and application of Māori content.

text: “It’s becoming part of their knowing”: a study of bicultural development in an early childhood teacher education setting in Aotearoa/New Zealand This study is an exploration of the implementation of bicultural development within a university-based early childhood teacher education programme in Aotearoa/New Zealand, which can be considered to be a bicultural country (Walker, 1987, p. 221). Bicultural development is a process in line with obligations contained within the Te Tiriti o Waitangi/The Treaty of Waitangi, which are reflected within the New Zealand Ministry of Education’s Revised Statement of Desirable Objectives and Practices (Ministry of Education, 1996a) and the early childhood curriculum, Te Whāriki (Ministry of Education, 1996b). The study adopts a critical, transformative theoretical paradigm, and employed an eclectic and emergent qualitative methodological approach, that reflected aspects from ethnographic, narrative and grounded theory methodologies. Interviews with university lecturers, early childhood care and education teachers, and professional development facilitators within the early childhood field; observations within early childhood care and education centres; audio taping of university class discussions; samples of university student assignments; and a written survey of graduates of the university teacher education programme provide the sources of data for the study. Central to the methodological process is a commitment to ethical care for participants, which involves attentive accountability to the interpretations that they place on the material that they contribute to the study and to the overall theorising of the significance of the findings. 

Key research questions of the study were to define ‘bicultural development’ in the context of early childhood care and education in this country; to identify key components of the bicultural development implementation process employed within the university teacher early childhood education programme; to distinguish some useful ‘indicators’ of bicultural development within early childhood centres; and to consider the implications for the teacher education programme in terms of preparing graduates to facilitate bicultural development within their future work in early childhood education. 

A significant finding of the study was the identification of a range of strategies for implementing bicultural development in early childhood education teacher education and care and education settings. The key strategies include Tiriti-based partnership models of teaching whereby Māori and Pākehā work alongside each other, enabling the paralleling of Māori and Western perspectives within both university teacher education and early childhood care and education programmes. It was considered essential that universities employ Māori lecturers to enable Māori content within the teacher education programme to be adequately provisioned. Since there are few Māori educators employed in mainstream early childhood services, it was suggested that teachers might seek to employ a “whanaungatanga” approach. This involves the early childhood centre staff creating a climate and environment in which Māori families/whānau are comfortable to participate fully in programme planning, implementation, and evaluation, which will enable all children attending to access Māori perspectives alongside the Western curriculum content. This approach is consistent with Article Two of Te Tiriti o Waitangi, which guaranteed to Māori their tino rangatiratanga, or self-determination. 

An implication for management and staff of early childhood teacher education programmes in Aotearoa/New Zealand is the need to equip graduates with the knowledge bases and commitment that will enable them to implement bicultural development, ideally through adopting, a whanaungatanga approach. This involves facilitating teacher education students to move beyond the dysconscious racism (King, 1994) that is deeply embedded in mainstream Pākehā culture in this country, to the position where they are able to adopt a critical, transformative stance that is humble, respectful and responsive to cultural difference. This stance includes valuing the inclusion of te reo me ōna tikanga throughout early childhood programmes, in a partnership initiated by teachers, but one in which whānau Māori are then able to take the lead in determining the nature and application of Māori content.

year: 2002

title: Enacting Kaitiakitanga Challenges and Complexities in the Governance and Ownership of Rongoā Research Information.

authors: Boulton, Amohia

subjects: Indigenous

abstract: This article explores the tensions one research team has faced in securing appropriate governance or stewardship (which we refer to as kaitiakitanga) of research data. Whilst ethical and regulatory frameworks exist which provide a minimum standard for researchers to meet when working with Māori, what our experience has highlighted is there is currently a “governance” gap in terms of who should hold stewardship of research data collected from Māori individuals or collectives. In the case of a project undertaken in the traditional healing space, the organisation best placed to fulfil this governance role receives no funding or support to take on such a responsibility; consequently by default, this role is being borne by the research team until such time as capacity can be built and adequate resourcing secured. In addition, we have realised that the tensions played out in this research project have implications for the broader issue of how we protect traditional knowledge in a modern intellectual property law context, and once again how we adequately support those, often community-based organisations, who work at the interface between Indigenous knowledge and the Western world.

text: Enacting Kaitiakitanga Challenges and Complexities in the Governance and Ownership of Rongoā Research Information. This article explores the tensions one research team has faced in securing appropriate governance or stewardship (which we refer to as kaitiakitanga) of research data. Whilst ethical and regulatory frameworks exist which provide a minimum standard for researchers to meet when working with Māori, what our experience has highlighted is there is currently a “governance” gap in terms of who should hold stewardship of research data collected from Māori individuals or collectives. In the case of a project undertaken in the traditional healing space, the organisation best placed to fulfil this governance role receives no funding or support to take on such a responsibility; consequently by default, this role is being borne by the research team until such time as capacity can be built and adequate resourcing secured. In addition, we have realised that the tensions played out in this research project have implications for the broader issue of how we protect traditional knowledge in a modern intellectual property law context, and once again how we adequately support those, often community-based organisations, who work at the interface between Indigenous knowledge and the Western world.

year: 2014

title: Once despised now desired: innovative land use and management of multilayered Pumice Soils in the Taupo and Galatea areas, central North Island, New Zealand

authors: Lowe, David J.

abstract: The tour brings together innovative land use change and management associated with dairy farming, and land-based effluent disposal, on weakly weathered and multi-layered, glass-rich, Pumice Soils (Vitrands) in the Taupo and Galatea areas. These changes and their effects, together with environmental and sustainability issues, form a central theme of the trip. Four main stops are planned, two before lunch and two after: (1) plantation pine-to-dairy farm conversion and impacts, the Taupo eruption deposits (AD 232 ± 10) and the Taupo soil, at Tahorakuri; (2) overview of the application of secondary-treated wastewater and nitrogen leaching and uptake, Rotokawa; (3) a sequence of five Holocene tephras and buried soils, including Kaharoa eruption deposits (AD 1314 ± 12) and the Galatea soil, Smeith Farm, Murupara; and (4) enhancing pasture production on ‘new’ soils formed by excavating and mixing (‘flipping’) buried soil horizons (paleosols) on Smeith’s farm. During the trip − which helps mark Waikato University’s 50th anniversary − we will see a spectacular range of volcanic and fluvial landscapes and deposits, together with impacts of tectonism, as we traverse the famous Taupo Volcanic Zone ((TVZ) in the central volcanic region. Landforms and soils dominated by tephras (volcanic ash) become generally younger towards the loci of volcanic activity. Extensive areas of soils have been formed repeatedly from the fragmental eruptive products of the two most frequently active and productive rhyolite (silica-rich) volcanic centres known, namely Taupo and Okataina. Thus soil stratigraphy and upbuilding pedogenesis form a second theme on the trip. The first part of the guidebook thus contains sections including (i) volcanism and its products, (ii) Quaternary volcanism in TVZ including deposits erupted recently from Taupo and Tarawera volcanoes from which Pumice Soils have been formed, (iii) tephra-derived soils including Pumice Soils, their classification, special problems, and (low) fertility, (iv) allophane and its formation, and (v) the interplay between geological and pedological processes relating to tephras (upbuilding pedogenesis). The second part then comprises notes and illustrations pertaining to each stop (note that figure and table numbers are self-contained at each stop, or not used). Broad overviews of the region’s geology are covered by Leonard et al. (2010), and the soils are outlined by Rijkse and Guinto (2010) and S-map. Further compilations of data are available in tour guides by Lowe (2008) and Lowe et al. (2010).

text: Once despised now desired: innovative land use and management of multilayered Pumice Soils in the Taupo and Galatea areas, central North Island, New Zealand The tour brings together innovative land use change and management associated with dairy farming, and land-based effluent disposal, on weakly weathered and multi-layered, glass-rich, Pumice Soils (Vitrands) in the Taupo and Galatea areas. These changes and their effects, together with environmental and sustainability issues, form a central theme of the trip. Four main stops are planned, two before lunch and two after: (1) plantation pine-to-dairy farm conversion and impacts, the Taupo eruption deposits (AD 232 ± 10) and the Taupo soil, at Tahorakuri; (2) overview of the application of secondary-treated wastewater and nitrogen leaching and uptake, Rotokawa; (3) a sequence of five Holocene tephras and buried soils, including Kaharoa eruption deposits (AD 1314 ± 12) and the Galatea soil, Smeith Farm, Murupara; and (4) enhancing pasture production on ‘new’ soils formed by excavating and mixing (‘flipping’) buried soil horizons (paleosols) on Smeith’s farm. During the trip − which helps mark Waikato University’s 50th anniversary − we will see a spectacular range of volcanic and fluvial landscapes and deposits, together with impacts of tectonism, as we traverse the famous Taupo Volcanic Zone ((TVZ) in the central volcanic region. Landforms and soils dominated by tephras (volcanic ash) become generally younger towards the loci of volcanic activity. Extensive areas of soils have been formed repeatedly from the fragmental eruptive products of the two most frequently active and productive rhyolite (silica-rich) volcanic centres known, namely Taupo and Okataina. Thus soil stratigraphy and upbuilding pedogenesis form a second theme on the trip. The first part of the guidebook thus contains sections including (i) volcanism and its products, (ii) Quaternary volcanism in TVZ including deposits erupted recently from Taupo and Tarawera volcanoes from which Pumice Soils have been formed, (iii) tephra-derived soils including Pumice Soils, their classification, special problems, and (low) fertility, (iv) allophane and its formation, and (v) the interplay between geological and pedological processes relating to tephras (upbuilding pedogenesis). The second part then comprises notes and illustrations pertaining to each stop (note that figure and table numbers are self-contained at each stop, or not used). Broad overviews of the region’s geology are covered by Leonard et al. (2010), and the soils are outlined by Rijkse and Guinto (2010) and S-map. Further compilations of data are available in tour guides by Lowe (2008) and Lowe et al. (2010).

year: 2014-12-02