Research
Nga Taonga Whakaako: Bicultural Competence in early childhood education
Authors: Ngaroma M. Williams, Mary-Elizabeth Broadley and Keri Lawson Te-Aho
Link to article
key quotes:
This report found that teachers lack the confidence and competence to integrate te reo and tikanga Mäori into their practice. despite the New Zealand Teachers Council requirement for graduating teachers to demonstrate they have knowledge of tikanga and te reo Mäori to work effectively in bicultural contexts in Aotearoa New Zealand.
Te Whäriki, the early childhood bicultural curriculum, envisioned the restoration of te reo Mäori me öna tikanga as a te Tiriti o Waitangi obligation. For a number of reasons identified in this research, te reo Mäori is still undervalued and under-utilised in early childhood education and this perception is reflected in the Waitangi Tribunal report (WAI 262)
Te Whäriki is recognised internationally as an exemplar of recommended bicultural practice in early childhood education with valuable implications and lessons for early childhood education delivery in multicultural contexts.
One part of this challenge is the differential standards and expectations of Mäori and Päkehä. Mäori are expected to engage with knowledge and educational conventions, whereas Päkehä ambivalence toward Mäori language and knowledge is tolerated
Authors: Ngaroma M. Williams, Mary-Elizabeth Broadley and Keri Lawson Te-Aho
Link to article
key quotes:
This report found that teachers lack the confidence and competence to integrate te reo and tikanga Mäori into their practice. despite the New Zealand Teachers Council requirement for graduating teachers to demonstrate they have knowledge of tikanga and te reo Mäori to work effectively in bicultural contexts in Aotearoa New Zealand.
Te Whäriki, the early childhood bicultural curriculum, envisioned the restoration of te reo Mäori me öna tikanga as a te Tiriti o Waitangi obligation. For a number of reasons identified in this research, te reo Mäori is still undervalued and under-utilised in early childhood education and this perception is reflected in the Waitangi Tribunal report (WAI 262)
Te Whäriki is recognised internationally as an exemplar of recommended bicultural practice in early childhood education with valuable implications and lessons for early childhood education delivery in multicultural contexts.
One part of this challenge is the differential standards and expectations of Mäori and Päkehä. Mäori are expected to engage with knowledge and educational conventions, whereas Päkehä ambivalence toward Mäori language and knowledge is tolerated
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