Ngā Tuakiri o te Tangata: Being Māori in Early Childhood Education

Rameka, Lesley

doi:10.1017/jie.2016.13

Cited by 2 publications

(2 citation statements)

References 11 publications

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“…Through the telling and retelling of whakapapa, connections to ancestors, land and deities and the universe become apparent. This is central to Māori ways of structuring and knowing the world and one's place in it (Rameka, 2017).…”

Section: Theme 3-tamarikimentioning

confidence: 99%

Unlearning colonial constructs: conception, pregnancy, birth and infancy

Berryman

Rameka

Togo

2022

AlterNative: An International Journal of Indigenous Peoples

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This article presents ancestral knowledge capable of indigenising and decolonising current constructs about conception, pregnancy, birth and infancy. This knowledge comes from the voices of Māori elders and whānau (parents and extended family) who live close to their ancestral marae (cultural meeting spaces). They recall important cultural understandings and practices from Te ao Māori (the Māori world) as they relate to their own experiences. Today, much of this knowledge has been overtaken as the medical models of the coloniser claim these spaces having simultaneously devalued Māori ways of knowing and being. As this group contributes to the revitalisation of these concepts, they are resisting and unlearning the functional and cultural sterility of how their babies were born into this world, for one that speaks to the rich, spiritual and cultural connections to their ancestors.

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Section: Theme 3-tamarikimentioning

confidence: 99%

Unlearning colonial constructs: conception, pregnancy, birth and infancy

Berryman

Rameka

Togo

2022

AlterNative: An International Journal of Indigenous Peoples

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“…Of particular importance in this regard is the history of colonisation in Aotearoa New Zealand, which has had a profound impact on indigenous Māori identities and their positioning as other within the mainstream education system. While contemporary ECE contexts may embrace their commitments under the principles of te Tiriti o Waitangi and the Treaty of Waitangi, Māori early childhood kaiako still face challenges in defining what "being Māori" means for them as a minority in mainstream ECE settings (Rameka, 2016). Another important narrative features discourses on maternal caregiving and the need for women to access quality childcare in order to participate equally in the wider workforce (May, 2019).…”

Section: Diversity Issues Within the Context Of Early Childhood Educa...mentioning

confidence: 99%

Attracting diverse kaiako to and retaining them in early childhood education in Aotearoa New Zealand

Griffiths¹,

Hall²,

Hartley³

et al. 2022

teacherswork

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Aotearoa New Zealand is a bicultural nation with a superdiverse society, a feature which presents opportunities and challenges for our early childhood education (ECE) sector (Chan & Ritchie, 2020). A primary challenge within the sector is achieving, in accordance with the partnership, protection and participation principles of te Tiriti o Waitangi and the Treaty of Waitangi, equitable educational outcomes for Māori tamariki (children) as well as for tamariki from the many other minority groups attending ECE services. An important over-arching policy initiative in this regard is growing and sustaining a quality ECE teacher workforce that reflects and represents Aotearoa New Zealand’s increasingly diverse society (Ministry of Education, 2019). Research evidence suggests that such a workforce can make a positive contribution to ensuring more equitable educational environments for diverse tamariki, their whānau (family and extended family) and their communities. Our study investigated barriers to and facilitators of attracting diverse kaiako (teacher) to ECE in Aotearoa New Zealand and retaining them once there. Although our research showed some positive developments in this regard, it also indicates much work is still needed to ensure our ECE teacher workforce and workplaces are representative of and inclusive towards diversity. We hope this research and its recommendations will create further discussion and reflection around the opportunities and challenges still ahead of us in working towards a world-class inclusive ECE education system for all (New Zealand Government, 2019).

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Ngā Tuakiri o te Tangata: Being Māori in Early Childhood Education

Cited by 2 publications

References 11 publications

Unlearning colonial constructs: conception, pregnancy, birth and infancy

Unlearning colonial constructs: conception, pregnancy, birth and infancy

Attracting diverse kaiako to and retaining them in early childhood education in Aotearoa New Zealand

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