title: Critical pedagogy in early childhood education: Four case studies in Aotearoa New Zealand

authors: Kahuroa, Raella

subjects: Critical pedagogy

abstract: Critical pedagogy provides a rigorous critical theory for teachers and children in early childhood education.  This study seeks to answer two questions.  Firstly, how might teachers enact critical pedagogy in an early childhood education setting, and secondly, how can critical pedagogy support the belonging and empowerment of young children.  

The critical inquiry framework in this study is framed by Paulo Freire (1970/2018).  The study used an action research approach, and was undertaken as four case studies of teachers in the same kindergarten, with each teacher implementing a separate critical pedagogy inquiry.   

The findings of the study showed the possibilities that exist for children and teachers through a critical pedagogy approach.  Using Freirean concepts, informed by bicultural practices and supported by early childhood approaches (such as working theories, wait time, and open-ended dialogue), teachers were able to successfully implement critical pedagogy inquiries.  These inquiries also led to an expansion of children’s critical consciousness as they explored multiple perspectives.  Praxis supported the empowerment of children as they worked with teachers to act on issues that were important to them.  Belonging for children was also supported through opportunities to practise critical skills, negotiate challenges, solve problems, and collaborate for a common good. 

The study found that critical pedagogy was not only possible, but also valuable for children and teachers, supporting them to interrogate and transform the world around them.

text: Critical pedagogy in early childhood education: Four case studies in Aotearoa New Zealand Critical pedagogy provides a rigorous critical theory for teachers and children in early childhood education.  This study seeks to answer two questions.  Firstly, how might teachers enact critical pedagogy in an early childhood education setting, and secondly, how can critical pedagogy support the belonging and empowerment of young children.  

The critical inquiry framework in this study is framed by Paulo Freire (1970/2018).  The study used an action research approach, and was undertaken as four case studies of teachers in the same kindergarten, with each teacher implementing a separate critical pedagogy inquiry.   

The findings of the study showed the possibilities that exist for children and teachers through a critical pedagogy approach.  Using Freirean concepts, informed by bicultural practices and supported by early childhood approaches (such as working theories, wait time, and open-ended dialogue), teachers were able to successfully implement critical pedagogy inquiries.  These inquiries also led to an expansion of children’s critical consciousness as they explored multiple perspectives.  Praxis supported the empowerment of children as they worked with teachers to act on issues that were important to them.  Belonging for children was also supported through opportunities to practise critical skills, negotiate challenges, solve problems, and collaborate for a common good. 

The study found that critical pedagogy was not only possible, but also valuable for children and teachers, supporting them to interrogate and transform the world around them.

year: 2021

title: Housing First in Hamilton: Who were first housed?

authors: Atatoa-Carr, Polly

subjects: Homelessness

abstract: The People’s Project (TPP) in Hamilton (NZ) is a collaborative effort between 13 local organisations which takes a Housing First approach to homelessness. A Ministry of Business, Innovation and Employment funded collaboration between the Universities of Waikato and Otago and TPP has allowed the gathering of evidence regarding the Housing First approach to homelessness in Hamilton, the people served, and their engagement in services in the years leading up to registering for support. A better understanding of the sociodemographic characteristics, as well as the specific needs and experiences of this cohort, helps to consider how to most appropriately implement the principles of Housing First to meet the requirements of the local population and contex.

text: Housing First in Hamilton: Who were first housed? The People’s Project (TPP) in Hamilton (NZ) is a collaborative effort between 13 local organisations which takes a Housing First approach to homelessness. A Ministry of Business, Innovation and Employment funded collaboration between the Universities of Waikato and Otago and TPP has allowed the gathering of evidence regarding the Housing First approach to homelessness in Hamilton, the people served, and their engagement in services in the years leading up to registering for support. A better understanding of the sociodemographic characteristics, as well as the specific needs and experiences of this cohort, helps to consider how to most appropriately implement the principles of Housing First to meet the requirements of the local population and contex.

year: 2018

title: Coaching for the game of life: Driving coaching with mana

authors: Were, Brandyn Māia

subjects: Kaupapa Māori

abstract: Coaching needs to account for culture. This indigenous autoethnography explores personal experience to show how I, a young Māori male coach in Aotearoa New Zealand, navigates the complex nature of coaching. By weaving together Kaupapa Māori, established coaching knowledge, and experiences from my playing and coaching journey to date, a Kaupapa Māori coaching framework emerges – Driving Coaching with Mana.

As I reflect on the teachings of my coach, Mr. Mel Young, combined with my cultural identity, I reconnect to critical moments in my life that have shaped the person I am today and the values I hold, elevating the centrality of culture through the practice of Kaupapa, Ako, Manaakitanga, Whanaungatanga, Wairuatanga, and self-reflection as Āta-kaiako (a reflective coach).

Driven to enhance the development of rangatahi (youth) through sport, and informed by literature and experience, Driving Coaching with Mana is personally and culturally grounded – a way of thinking about coaching differently and in a more holistic way. There is more to the people we coach than their lives as athletes. Coaching is more than skill acquisition.

text: Coaching for the game of life: Driving coaching with mana Coaching needs to account for culture. This indigenous autoethnography explores personal experience to show how I, a young Māori male coach in Aotearoa New Zealand, navigates the complex nature of coaching. By weaving together Kaupapa Māori, established coaching knowledge, and experiences from my playing and coaching journey to date, a Kaupapa Māori coaching framework emerges – Driving Coaching with Mana.

As I reflect on the teachings of my coach, Mr. Mel Young, combined with my cultural identity, I reconnect to critical moments in my life that have shaped the person I am today and the values I hold, elevating the centrality of culture through the practice of Kaupapa, Ako, Manaakitanga, Whanaungatanga, Wairuatanga, and self-reflection as Āta-kaiako (a reflective coach).

Driven to enhance the development of rangatahi (youth) through sport, and informed by literature and experience, Driving Coaching with Mana is personally and culturally grounded – a way of thinking about coaching differently and in a more holistic way. There is more to the people we coach than their lives as athletes. Coaching is more than skill acquisition.

year: 2023