scholarly journals Early Childhood Education and Biculturalism: Definitions and Implications

Teachers Work ◽  
2017 ◽  
Vol 14 (1) ◽  
pp. 8-20 ◽  
Author(s):  
Chris Joyce Jenkin
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Power Sharing ◽  
Childhood Education ◽  
Academic Literature ◽  
Doctoral Research ◽  
Aotearoa New Zealand ◽  
Positive Expression ◽  
Definition Of ◽  
The Relationship

My doctoral research concerned implementing bicultural curriculum in mainstream early childhood centres in Aotearoa New Zealand. While I explored these ideas from an appreciative inquiry standpoint, some troubling aspects related to the notion of biculturalism occurred. In this article, definitions of biculturalism are examined, as is the relationship between bilingualism and biculturalism, as well as the growing move to replace power sharing implied by biculturalism, with multiculturalism.  In addition to perusing the literature, data were collected through a survey of 76 early childhood respondents, in 2003.  Generally, respondents had a positive definition of biculturalism.  However, when considering whether bicultural practices were a positive expression or not academic literature was divided.  What was interesting in Aotearoa New Zealand was overall those promoting biculturalism were Pākehā and those opposed were Māori.  One conclusion I draw is that the term Tiriti-based better captures the intention of partnership than biculturalism.

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

scholarly journals Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

2020 ◽  
Vol 24 ◽  
pp. 58
Author(s):  
Peng Xu
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Citizenship Education ◽  
Methodological Approach ◽  
Citizenship Status ◽  
Childhood Education ◽  
Aotearoa New Zealand

 Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.

scholarly journals Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Dominant Culture ◽  
Childhood Education ◽  
Attitudes And Practices ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Climate Crisis ◽  
Opening Up

© 2016, © The Author(s) 2016. In this article it is argued that notions of ‘quality’ in early childhood education have been captured by neo-liberal discourses. These discourses perpetuate the western, individualistic, normativising and exploitative attitudes and practices that are contributing to the climate crisis currently imperilling our planet. Educators may inadvertently perpetuate this situation, or they can instead consciously challenge this dominant culture, opening up spaces of divergence. Via a sequence of short scenarios or stories based within the early childhood care and education context of Aotearoa (New Zealand), readers are invited to consider alternative conceptualisations, drawing on post-humanist and Indigenous theorising, which focus on fostering dispositional qualities that holistically engage intra-actively with(in) children’s worlds.

scholarly journals Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective

2015 ◽  
Vol 6 (2) ◽  
pp. 41-56 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Critical Pedagogy ◽  
Climate Changes ◽  
Ethical Responsibility ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Pedagogy Of Place

Abstract Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet’s systems, threatening the survival of not only humans, but of eco-systems and the earth’s biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others.

scholarly journals Building Inclusive Communities in Early Childhood Education: Diverse Perspectives from Aotearoa/New Zealand

2004 ◽  
Vol 5 (3) ◽  
pp. 293-308 ◽  
Author(s):  
Alexandra C. Gunn ◽  
Coralanne Child ◽  
Barbara Madden ◽  
Kerry Purdue ◽  
Nicola Surtees ◽  
...  
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Aotearoa New Zealand
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