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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.
This book uses case studies of Aotearoa New Zealand policy formulation and practice to explore early childhood education and care (ECEC) as a site for democratic citizenship and social justice. Addressing fundamental questions about the purpose of education, it argues for explicit values focusing on children and childhood as a basis for ECEC policy to replace discourses of economic investment and child vulnerability that are dominant within policy goals in many countries. A commitment to democracy and equity is a good place to start. Aotearoa New Zealand is of special interest because of its world-renowned ECE curriculum, Te Whāriki, which is based on principles of social justice, respect for rights and an aim to support children growing up in a democracy. The curriculum upholds Māori rights to tino rangatiratanga (absolute authority over their lives and resources). Yet, Aotearoa New Zealand’s extreme market policies and harsh labour laws during recent periods run contrary to ideals of democracy and are puzzlingly inconsistent with curriculum principles. The book starts with an analysis and critique of global trends in ECEC in countries that share capitalist mixed economies of welfare, and where competition and marketisation have become dominant principles. It then analyses ideas about children, childhood and ECEC within a framework of democracy, going back to the Athenean origins of democracy and including recent literature on meanings and traditions of democracy in education. The book uses vivid examples from researching curriculum, pedagogy and assessment practices within Aotearoa New Zealand ECEC settings and collective action to influence policy change in order to illustrate opportunities for democratic education. It concludes by examining what conditions might be needed for integrated and democratic ECEC provision in Aotearoa New Zealand, and what changes are necessary for the future. It offers a compass not a map; it points to promising directions and provides insights into issues in ECEC policy and practice that are of current global concern.
Unsettling the Colonial Places and Spaces of Early Childhood Education uncovers and interrogates some of the inherent colonialist tensions that are rarely acknowledged and often unwittingly rehearsed within contemporary early childhood education. Through building upon the prior postcolonial interventions of prominent early childhood scholars, Unsettling the Colonial Places and Spaces of Early Childhood Education reveals how early childhood education is implicated in the colonialist project of predominantly immigrant (post)colonial settler societies. By politicizing the silences around these specifically settler colonialist tensions, it seeks to further unsettle the innocence presumptions of early childhood education and to offer some decolonizing strategies for early childhood practitioners and scholars. Grounding their inquiries in early childhood education, the authors variously engage with postcolonial theory, place theory, feminist philosophy, the ecological humanities and indigenous onto-epistemologies.
Inclusive teacher preparation varies greatly in format and practice, yet programs grapple with the same underlying challenges: which practices work and where do they work. As children with disabilities are increasingly being included in schools, it is essential that guidance is put into place on how best to adapt inclusive practices into the classroom and create new practices based on the cultural context. Global Perspectives on Inclusive Teacher Education summarizes existing research on inclusive practices globally while presenting emerging research and opportunities for cementing change in inclusive teacher education locally, including examples of how inclusive practices are integrated in and adapted to diverse cultural contexts. Covering topics that include critical pedagogy, religious schooling, and teacher education, this publication is designed for curriculum developers, instructional designers, administrators, higher education faculty, educators, policymakers, and students.
Across the globe the work of early childhood educators, who are predominantly women, is misunderstood, underpaid and undervalued. Perspectives on early childhood educators are highly contentious: are they child development experts, oppressed workers, maternal substitutes, technicians, facilitators of early learning, or something else? This volume features chapter authors from Australia, Canada, Norway, Sweden, the USA and New Zealand, examine a range of contemporary feminist theories in relation to the early childhood educator. The feminist theories covered include materialist feminism, poststructural feminism, decolonizing feminisms, posthumanist feminism, new materialist feminism, feminist ethics of care, womanist feminism, postcolonial feminism, femme theory and feminist queer theory. The editors of the volume offer an introduction and commentaries that explore solidarities and tensions between the feminisms to generate critical conversations about the work, lived experiences, and agency of early childhood educators. The volume contributes to shifting understandings of the early childhood educator in the contexts of culture, practice, policy and politics.
This reconceptualizes the place of early childhood education within communities. It presents a shift in the lens of the teachers and management within early childhood services to incorporate new ways of working with, alongside, and in collaboration with family and the wider community.
Understanding the Te Whriki Approach is a much-needed source of information for those wishing to extend and consolidate their understanding of the Te Whriki approach, introducing the reader to an innovative bicultural curriculum developed for early childhood services in New Zealand. It will enable the reader to analyse the essential elements of this approach to early childhood and its relationship to quality early years practice. Providing students and practitioners with the relevant information about a key pedagogical influence on high quality early years practice in the United Kingdom, the book explores all areas of the curriculum, emphasising: strong curriculum connections to families and the wider community; a view of teaching and learning that focuses on responsive and reciprocal relationships with people, places and things; a view of curriculum content as cross-disciplinary and multi-modal; the aspirations for children to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society; a bicultural framework in which indigenous voices have a central place. Written to support the work of all those in the field of early years education and childcare, this is a vital text for students, early years and childcare practitioners, teachers, early years professionals, children's centre professionals, lecturers, advisory teachers, head teachers and setting managers.
This volume brings together revised and updated chapters from earlier editions, with new chapters that demonstrate the continuing significance of Te Whāriki. Aotearoa New Zealand's early childhood curriculum framework,