Te Whāriki: An Early Childhood Curriculum in a Superdiverse New Zealand

Chan, Angel

doi:10.1007/s40841-019-00138-z

Cited by 15 publications

(15 citation statements)

References 21 publications

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“…It has been pointed out that policies and practices in many countries with a large population of diverse migrants have yet to adequately respond to the more recent superdiversity phenomenon (Vertovec, 2007). Similar concerns were raised by a recent study in Aotearoa (Chan, 2019a) which examined how the revised national EC curriculum Te Whāriki (Ministry of Education, 2017) addresses issues emerging from the nation's current superdiversity situation. This chapter utilises a range of theoretical approaches and a methodology of CDA to examine several key policy documents and consider the implications for initial and in-service EC teacher education of increasing superdiversity in a country which is yet to reconcile its history and ongoing legacy of the colonisation of the Indigenous Māori, despite the 1840 treaty commitments that had led Māori to believe that their authority would be respected (Spoonley, 2017;Walker, 2004).…”

Section: Introductionmentioning

confidence: 91%

“…Since its inception more than a decade ago, the term 'superdiversity' has been applied in studies across multiple disciplines including early childhood education (Chan, 2019a(Chan, , 2019b; migration (Spoonley, 2015); social inequality (Aptekar, 2019) and language (Blommaert, 2013). This approach goes beyond examining conventional diversity issues in relation to ethnicity, culture and language.…”

Section: Theoretical Positioningmentioning

confidence: 99%

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Responding to Superdiversity Whilst Upholding Te Tiriti O Waitangi: Challenges for Early Childhood Teacher Education in Aotearoa New Zealand

Chan¹,

Ritchie²

2021

Preprint

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Section: Introductionmentioning

confidence: 91%

Section: Theoretical Positioningmentioning

confidence: 99%

Responding to Superdiversity Whilst Upholding Te Tiriti O Waitangi: Challenges for Early Childhood Teacher Education in Aotearoa New Zealand

Chan¹,

Ritchie²

2021

Preprint

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“…Η αναγνώριση της διαφορετικότητας μέσα στις σχολικές τάξεις κυριαρχεί σήμερα στον παιδαγωγικό λόγο. Φαίνεται να απασχολεί ερευνητές και εκπαιδευτικούς, ενώ περιλαμβάνεται ως βασική αρχή στα περισσότερα σύγχρονα προγράμματα σπουδών προσχολικής εκπαίδευσης (Chan, 2019• Starting Strong, 2017, κι αυτό οφείλεται κυρίως, στις ραγδαίες εξελίξεις και αλλαγές της σύγχρονης κοινωνίας που καθιστούν πλέον κανόνα την πολυμορφία μέσα σε προσχολικές και σχολικές τάξεις. Έστω και καθυστερημένα αυτή η τάση έρχεται σήμερα να αντικαταστήσει τη λανθάνουσα αντίληψη που κυριαρχούσε στο όχι μακρινό παρελθόν, σύμφωνα με την οποία, κάθε σχολική τάξη που περιλαμβάνει παιδιά ίδιας ηλικίας αποτελεί ένα χώρο που χαρακτηρίζεται από ομοιογένεια.…”

Section: εισαγωγήunclassified

Η Διαφοροποιημένη Παιδαγωγική Στην Προσχολική Εκπαίδευση: Προκλήσεις Και Προοπτικές

Παπανδρέου

2020

Dial

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Παρόλο που η πολυμορφία είναι ο κανόνας μέσα στις προσχολικές τάξεις και το ενδιαφέρον για την εφαρμογή διαφοροποιημένων παιδαγωγικών προσεγγίσεων συνεχώς ανανεώνεται, οι προσεγγίσεις αυτές ακόμα δεν έχουν βρει τη θέση τους στο πλαίσιο της προσχολικής εκπαίδευσης.Μετά από μια σύντομη επισκόπηση της θεωρητικής θεμελίωσης και του πλαισίου εφαρμογής της διαφοροποιημένης παιδαγωγικής (ΔΠ) και λαμβάνοντας υπόψη την ιδιαιτερότητα της εκπαίδευσης των μικρών παιδιών, η μελέτη αυτή εστιάζει στην επανεξέταση βασικών συνιστωσών της ΔΠ. Για να υποστηρίξει τη σημασία αυτής της εστίασης που αφορά τις έννοιες της διαφορετικότητας, της αξιολόγησης και των ενδιαφερόντων των παιδιών, βασίζεται σε κοινωνικοπολιτισμικές προσεγγίσεις (δηλ. αποθέματα γνώσης) και ιδέες (δηλ. ΖΕΑ), που διασταυρώνονται με βασικές αρχές της ΔΠ.Το άρθρο καταλήγει στο συμπέρασμα ότι η βάση τεκμηρίωσης για διαφοροποίηση στην προσχολική εκπαίδευση, χρειάζεται, αφού αμφισβητήσει το αυστηρό πλαίσιο εφαρμογής της ΔΠ, να ενσωματώσει μια ευρύτερη άποψη για την διαφορετικότητα των παιδιών, να αναγνωρίσει τον πλούτο των πολιτισμικά αναπτυγμένων γνώσεων και δεξιοτήτων που τα παιδιά φέρνουν στο σχολείο και να διαμορφώσει ένα δυναμικό, συνεκτικό και ολοκληρωμένο πλαίσιο για την αξιολόγηση, ενσωματώνοντας εργαλεία που επιτρέπουν στους μικρούς μαθητές να αφηγούνται τις προσωπικές τους ιστορίες μάθησης και να ανακαλύπτουν τα ενδιαφέροντά τους.

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“…Pihama (2019) maintains that te reo Māori is positioned as an 'add-on' within the curriculum, not a core component. Ritchie (2003) and Chan (2019) similarly interpret this discrepancy, suggesting that while official documents can be perceived as public statements of commitments and expectations, they fail to describe realities.…”

Section: Table 21 Māori Language Inmentioning

confidence: 99%

“…In this sense, Vertovec (2017) insists that super-diversity is not simply a contemporary synonym of diversity to indicate 'more ethnicity', but a reference to "the search for better ways to describe and analyze new social patterns, forms and identities arising from migration-driven diversification" (Vertovec, 2017, p.125). In light of Vertovec's theorising, Chan (2019) suggests "New Zealand has moved into a superdiverse era. Further diversification is an unstoppable trajectory" (p.257).…”

Section: From Hyper-homogenous To Super-diversementioning

confidence: 99%

Bicultural Education in a Multiethnic Aotearoa New Zealand: Sustaining Te Ao Māori

Ristow¹

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Since the 1980s Aotearoa New Zealand has officially positioned itself as a ‘bicultural’ nation. The national narrative is of an equal partnership between Indigenous iwi Māori (Māori tribes) and the British Crown, mediated by the founding document te Tiriti o Waitangi (The Treaty of Waitangi). The centrality of biculturalism and te Tiriti is perhaps nowhere more evident than in education. The provision of a ‘bicultural’ education, one which acknowledges the central place of te ao Māori (the Māori world), has become one of the defining features of schooling in Aotearoa New Zealand. All students are expected to have the opportunity to acquire knowledge of the Māori language and customs, and all teachers are expected to demonstrate a commitment to the ‘bicultural’ partnership. Parallel to the increasing prominence offered to biculturalism and bicultural education, Aotearoa New Zealand has experienced an explosion of ethnic diversity. While demographers previously offered the term ‘hyper-homogenous’ to refer to a population composed near exclusively of Māori and European descendants, the term ‘super-diversity’ is currently employed to describe a general population that is among the most ethnically diverse in the world. This dramatic demographic shift is even more profound in schools, where over 30 percent of students currently identify with an ethnicity other than Māori or European, a number projected to reach nearly 50 percent by 2040. While such a shift is undoubtedly reshaping schools, there remains a growing uncertainty of how a multiethnic student population is engaging with a bicultural education. Underpinned by theories of Critical Multicultural Education and Kaupapa Māori, this qualitative study explores how three English-medium secondary schools are sustaining the teaching and learning of te ao Māori within their increasingly ethnically diverse communities. Resulting from interviews with students, families, teachers, and principals, findings indicate that schools are the near exclusive gateway to accessing te ao Māori for super-diverse communities. As such, the bicultural education offered within schools holds unique potential to influence dispositions and attitudes towards te ao Māori. However, for ethnically diverse students, engagement in a bicultural education is not automatic. Rather, a range of touchstone school experiences can either centripetally draw students in, or centrifugally push them away, from the richness of te ao Māori. This study argues that as schools in Aotearoa New Zealand are becoming increasingly ethnically diverse, the ways in which students from non-Māori and non-European backgrounds are engaging with te ao Māori holds significant potential to sustain te ao Māori. As such, this thesis makes a salient contribution to better understanding the future shape of ‘bicultural’ education within a super-diverse Aotearoa New Zealand.

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Te Whāriki: An Early Childhood Curriculum in a Superdiverse New Zealand

Cited by 15 publications

References 21 publications

Responding to Superdiversity Whilst Upholding Te Tiriti O Waitangi: Challenges for Early Childhood Teacher Education in Aotearoa New Zealand

Responding to Superdiversity Whilst Upholding Te Tiriti O Waitangi: Challenges for Early Childhood Teacher Education in Aotearoa New Zealand

Η Διαφοροποιημένη Παιδαγωγική Στην Προσχολική Εκπαίδευση: Προκλήσεις Και Προοπτικές

Bicultural Education in a Multiethnic Aotearoa New Zealand: Sustaining Te Ao Māori

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