Superdiversity and critical multicultural pedagogies: Working with migrant families

2019 ◽  
Vol 18 (5) ◽  
pp. 560-573 ◽  
Author(s):  
Angel Chan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Large Population ◽  
Migrant Children ◽  
Population Projections ◽  
Ministry Of Education ◽  
Critical Multiculturalism ◽  
Childhood Education ◽  
Demographic Shifts

International social unrest in recent years has resulted in many people choosing or being forced to leave their home countries to seek better lives elsewhere, causing drastic demographic shifts. Yet, it has been pointed out that institutional policies and practices in many countries have not caught up with such changing demographics, which have contributed to concerns highlighted via the notion of ‘superdiversity’ ( Vertovec, 2007 ). Due to the large influx of migrants over the past few decades, New Zealand and its early childhood education settings have become increasingly ethnically and linguistically diverse. The country is now being described as a ‘superdiverse New Zealand’ and is facing challenges emerging from ‘a level of cultural complexity surpassing anything previously experienced’ ( Royal Society of New Zealand, 2013 : 1). Furthermore, population projections ( Statistics New Zealand, 2015 ) indicate that superdiversity will be a long-term phenomenon in New Zealand. Te Whāriki, the New Zealand early childhood curriculum, embraces diversity, recognising that the country ‘is increasingly multicultural’ ( Ministry of Education, 2017 : 1). In light of these concerns, this article considers the frameworks of superdiversity and critical multiculturalism with regard to transforming and developing policies and pedagogies that support working with superdiverse migrant children and their families by responding to migration-related equity and inclusion issues. This discussion has implications and relevance for both present and future early childhood education settings in New Zealand and in other countries with a large population of migrants.

scholarly journals Unintended Consequences: the Montessori Story of the Early Childhood Education Qualification  Requirement - 2000-2007

2021 ◽  
Author(s):  
◽  
Sola Freeman
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Unintended Consequences ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Left Behind ◽  
Need For Support ◽  
Key Policy ◽  
The Impact

<p>In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan is a staged requirement for teachers in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. The study analyses the impact on the Montessori early childhood sector of the requirement that teachers in a centre be qualified with a Diploma or equivalent. This thesis draws on the results of a qualitative study involving interviews with key policy informants and focus groups of teachers and the story that emerges describes the complexities, frustrations and positive outcomes for centres and their teachers. The story points to a need for support, intervention and creative strategies to ensure no part of the early childhood sector is left behind, and diversity within early childhood education in New Zealand is maintained. The final outcome of the study raises the dilemma faced by the Montessori community; how can the approach accommodate the current ideas of early childhood education brought to centres through the policy requirement and remain identifiably Montessori?</p>

scholarly journals Unintended Consequences: the Montessori Story of the Early Childhood Education Qualification  Requirement - 2000-2007

2021 ◽  
Author(s):  
◽  
Sola Freeman
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Unintended Consequences ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Left Behind ◽  
Need For Support ◽  
Key Policy ◽  
The Impact

<p>In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan is a staged requirement for teachers in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. The study analyses the impact on the Montessori early childhood sector of the requirement that teachers in a centre be qualified with a Diploma or equivalent. This thesis draws on the results of a qualitative study involving interviews with key policy informants and focus groups of teachers and the story that emerges describes the complexities, frustrations and positive outcomes for centres and their teachers. The story points to a need for support, intervention and creative strategies to ensure no part of the early childhood sector is left behind, and diversity within early childhood education in New Zealand is maintained. The final outcome of the study raises the dilemma faced by the Montessori community; how can the approach accommodate the current ideas of early childhood education brought to centres through the policy requirement and remain identifiably Montessori?</p>

scholarly journals Analysing the Early Childhood Qualification Implementation: The Experience of Montessori Centres

2004 ◽  
Author(s):  
Sola Freeman
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Qualitative Study ◽  
Ministry Of Education ◽  
Support Intervention ◽  
Policy Issues ◽  
Childhood Education ◽  
Left Behind ◽  
The Impact

In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10-year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan was a staged requirement for teachers in positions of “person responsible” in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. This article analyses the impact of the first stage of the qualification requirement, using the results of a small qualitative study of six Montessori early childhood centres in Wellington, and reviews the context, literature and policy issues that inspired and drove the policy requirement. It concludes that practical difficulties for centres and their teachers to upgrade means there is a need to supervise the support, intervention and creative strategies used to ensure no one is left behind, and diversity within early childhood education in New Zealand is maintained.

Barriers to and facilitators of inclusion and equity in the workplace for diverse early childhood kaiako

2021 ◽  
pp. 25-30
Author(s):  
Veronica Griffiths ◽  
Erin Hall ◽  
Derek Hartley ◽  
Fleur Hohaia-Rollinson ◽  
Karen Illston ◽  
...  
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Working Conditions ◽  
Action Plan ◽  
Early Learning ◽  
Ministry Of Education ◽  
Diverse Range ◽  
Childhood Education ◽  
Aotearoa New Zealand

He Taonga te Tamaiti, Every Child a Taonga: Early Learning Action Plan 2019–2029 (Ministry of Education, 2019) presents goals directed towards strengthening quality provision in early childhood education (ECE) in Aotearoa New Zealand, including actions needed to attract and retain a diverse range of kaiako in the sector. Because “Kaiako are the key resource in any ECE service” (Ministry of Education, 2017, p. 59), they must feel safe, included, valued, and respected within early learning services and have good working conditions. We surveyed early childhood kaiako to find out more about the barriers to and facilitators of inclusion and equity in the workplace for diverse kaiako. The findings show that more can and should be done at all levels to support and protect the rights, wellbeing, belonging, mana, and needs of diverse kaiako in ECE.

scholarly journals Assessment in New Zealand Early Childhood Education:  A Foucauldian Analysis

2021 ◽  
Author(s):  
◽  
Emma Buchanan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Assessment For Learning ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Narrative Assessment ◽  
Regulatory Effects ◽  
The Government ◽  
Foucauldian Analysis

<p>This thesis aims to problematise and denaturalise the current dominant, empowerment infused early childhood education (ece) assessment discourse in Aoteaora New Zealand through a Foucauldian discourse analysis. It addresses a two-part question: How is contemporary ece assessment constructed in New Zealand, and, what is effected by this construction? Texts about contemporary ece assessment in New Zealand written by local ece scholars and practitioners as well as narrative assessment examples drawn from the Ministry of Education (2004) Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars resource provide data for the analysis. The analysis is conducted in procedurally specified as well as open, associative, and playful modes. Contemporary ece assessment in New Zealand is found to be constructed as a new, post-developmental, morally desirable and secular salvation practice that is underpinned by principles of social justice, plurality and diversity. However, a consideration of key discursive truth-objects and their mobilisation within narrative assessments suggests that ece assessment may be implementing a boundless and normalising regime for the government of selves and others, and producing significant regulatory effects for children, teachers and whānau/ family. It is argued that ece assessment, as a technology of government, works to construct self responsible, self optimising, and permanently performing child-subjects. Such norms for self government map closely onto those that are promoted within neoliberal governmentalities. Ece assessment can therefore, at least in part, be understood as both a technique and effect of neoliberal rationalities of government. The ongoing status and dominant construction of ece assessment as an empowering, socially just practice is seen to be problematic. It stifles debate about early childhood spaces, and it is implicated in the constraint of multiple possibilities for the government of selves and others.</p>

scholarly journals Assessment in New Zealand Early Childhood Education:  A Foucauldian Analysis

2021 ◽  
Author(s):  
◽  
Emma Buchanan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Assessment For Learning ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Narrative Assessment ◽  
Regulatory Effects ◽  
The Government ◽  
Foucauldian Analysis

<p>This thesis aims to problematise and denaturalise the current dominant, empowerment infused early childhood education (ece) assessment discourse in Aoteaora New Zealand through a Foucauldian discourse analysis. It addresses a two-part question: How is contemporary ece assessment constructed in New Zealand, and, what is effected by this construction? Texts about contemporary ece assessment in New Zealand written by local ece scholars and practitioners as well as narrative assessment examples drawn from the Ministry of Education (2004) Kei Tua o te Pae, Assessment for Learning: Early Childhood Exemplars resource provide data for the analysis. The analysis is conducted in procedurally specified as well as open, associative, and playful modes. Contemporary ece assessment in New Zealand is found to be constructed as a new, post-developmental, morally desirable and secular salvation practice that is underpinned by principles of social justice, plurality and diversity. However, a consideration of key discursive truth-objects and their mobilisation within narrative assessments suggests that ece assessment may be implementing a boundless and normalising regime for the government of selves and others, and producing significant regulatory effects for children, teachers and whānau/ family. It is argued that ece assessment, as a technology of government, works to construct self responsible, self optimising, and permanently performing child-subjects. Such norms for self government map closely onto those that are promoted within neoliberal governmentalities. Ece assessment can therefore, at least in part, be understood as both a technique and effect of neoliberal rationalities of government. The ongoing status and dominant construction of ece assessment as an empowering, socially just practice is seen to be problematic. It stifles debate about early childhood spaces, and it is implicated in the constraint of multiple possibilities for the government of selves and others.</p>

scholarly journals Business managers in children’s playground : Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand

2021 ◽  
pp. 146394912198936
Author(s):  
Olivera Kamenarac
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Business Managers ◽  
Professional Identities ◽  
Education Policies ◽  
Childhood Education ◽  
Teacher Professional ◽  
Early Childhood Education Policies ◽  
Policies And Practices

The impacts of neo-liberal education reforms on the early childhood education sector have been a focal point of scholarly critiques in New Zealand. Interestingly, only a few studies have addressed how teacher professional identities and professionalism have changed in response to the neo-liberal context of New Zealand early childhood education. It has been, however, recognised that understanding the complexity of teacher professional identities within the rapidly transforming landscape of early childhood education is a key consideration in implementing and sustaining a change agenda in education policies and practices. In this article, the author draws on data from her research study about how teachers’ professional identities have been reconstructed in response to the shifting discourses in New Zealand early childhood education policies and practices. Specifically, the author explores the construction of teachers as business managers, which has emerged through an interplay of discourses of marketisation and privatisation driving some of the country’s early childhood education policies and practices. It is argued that the construction of teachers as business managers has altered core professional ethical values underpinning the teaching profession, professionalism and the purpose of early childhood education in New Zealand, which were traditionally embedded in discourses of collective democracy, equity and social justice.

(In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC

2021 ◽  
pp. 146394912110279
Author(s):  
E Jayne White ◽  
Fiona Westbrook ◽  
Kathryn Hawkes ◽  
Waveney Lord ◽  
Bridgette Redder
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Vital Role ◽  
New Materialism ◽  
Object A ◽  
Childhood Education ◽  
Mediating Tools ◽  
Teachers And Parents ◽  
To Receive

Objects in early childhood education (ECEC) experiences have begun to receive a great deal more attention than ever before. Although much of this attention has emerged recently from new materialism, in this paper we turn to Merleau-Ponty’s phenomenological concern with the (in)visibility of ‘things’ to illuminate the presence of objects within infant transitions. Drawing on notions of écart and reversibility, we explore the relational perceptions objects are bestowed with on the lead up to, and first day of, infant transitions. Recognizing the intertwining subjectivities that perceive the object, a series of videos and interviews with teachers and parents across three ECEC sites in Australia and New Zealand provided a rich source of phenomenological insight. Our analysis reveals objects as deeply imbued anchoring links that enable relational possibilities for transitions between home and ECEC service. Visible and yet invisible to adults (parents and/or teachers) who readily engage with objects during earliest transitions, the significance of things facilitates opportunities to forge new relationships, create boundaries and facilitate connections. As such, our paper concludes that objects are far more than mediating tools, or conceptual agents; they provide an explicit route to understanding with potential to play a vital role in supporting effective early transitions when granted visibility within this important phenomenon.

Transnational parenting practices of Chinese immigrant families in New Zealand

2017 ◽  
Vol 19 (3) ◽  
pp. 219-230 ◽  
Author(s):  
Angel Chan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Parenting Practices ◽  
Immigrant Families ◽  
Chinese Immigrant ◽  
Parenting Strategies ◽  
Childhood Education ◽  
Chinese Immigrant Families ◽  
Transnational Parenting

This article advocates for fluid pedagogies that align with the transnational parenting practices of immigrant families. New Zealand is now considered to be a superdiverse country with a large population of immigrants. This superdiversity phenomenon can therefore also be found in its early childhood education settings. Research has indicated that many contemporary immigrants are transnationals who maintain close connections with their home countries and frequently engage in border-crossing activities. Transnational immigrants are mobile, and their parenting strategies may be similarly fluid. This article uses findings from a research project which involved Chinese immigrant families to illustrate transnational perspectives of early childhood education and parenting practices. Narrative excerpts are presented and analysed using key theoretical constructs of transnationalism to illustrate the participants’ cultural dilemmas in their parenting, their preparedness to adapt their heritage practices and to adopt early childhood education discourses of the host country, and their agency in choosing parenting strategies that they believed best support their children’s learning. It highlights the importance of parent–teacher dialogue and of enacting a curriculum with fluid pedagogies that are responsive to heterogeneous parental aspirations.

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