Biculturalism in Action: Opening Teachers’ Hearts and Minds.
Main Article Content
Keywords
bicultural, tertiary, teacher education
Abstract
This article reports on a New Zealand Aotearoa study of a graduate program, developed and taught by two tertiary lecturers who endeavored to work in a partnership as espoused in Te Tiriti o Waitangi. Findings highlighted ways in which the students’ thinking shifted as a result of the program.
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Glazier J., & Bean, A. (2019). The promise of experiential education: Transforming teacher
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Gordon-Burns, D., and Campbell, L. (2014a). Indigenous rights in Aotearoa/New Zealand-
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commitment. Childhood Education, 90(1), 20-28
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Hart, V., Whatman, S., McLaughlin, J., & Sharma-Brymer V. (2012). Pre-service teachers’
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Hetaraka, M. (2019). A kaupapa Māori analysis of Tātaiako: Considering Maōri education
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Jenkin, C. (2017). Early childhood education and biculturalism: Definitions and implications New Zealand Journal of Teachers’ Work, 14(1,) 8–20.
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education strategy.
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Ministry of Education. (2017). Te whāriki: He whāriki mātauranga mō ngā mokopuna o
Aotearoa: Early childhood curriculum.
https://www.education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf.
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Rameka, L., & Glasgow, A. (2015). A Māori and Pacific lens on infant and toddler provision
in early childhood education. MAI Journal, 4(2), 134-150.
Ritchie, J. (2003). Bicultural development within an early childhood teacher education
program. International Journal of Early Years Education, 11(1), 43-56.
Ritchie, J., & Rau, C. (2010). Kia mau ki te wairuatanga: Countercolonial narratives of early
childhood education in Aotearoa. In G. S. Cannella and L. D Soto (Eds.)
Childhoods: A handbook (pp. 355-374). Peter Lang.
Stewart, G. (2018). Rebooting biculturalism in Education in Aotearoa-New Zealand. New
Zealand Journal of Teachers’ Work, 15,(1), 8-11/
Sticha, V. (2014). Critical friend. In D. Coghlan & M. Brydon-Miller (Eds.), The Sage
encyclopedia of action research. Sage Publications Ltd. https://dx-doi-org.helicon.vuw.ac.nz/10.4135/9781446294406.n91
Te One, S. (2013). Te Whāriki: Historical accounts and contemporary influences 1990−2012. In J. Nuttall (Ed.), Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice (7-34). NZCER Press.
Bishop, R. (1996). Whakawhanaungatanga: collaborative research stories. Dunmore Press.
Bishop, R. (2003). Changing power relations in education: Kaupapa Māori messages for
‘mainstream’ education in Aotearoa/New Zealand. Comparative Education, 39(2), 221- 238.
Buissink, N., Diamond, P., Hallas, J., Swann, J., & Sciascia, A.D. (2017). Challenging a
measured university from an Indigenous perspective: Placing ‘manaaki’ at he heart of our professional development. Higher Education Research & Development, 36(3), 569-582.
Campbell L., & Gordon-Burns D. (2017). Bicultural development for teachers and students in
Aotearoa/New Zealand: Is it working? He Kupu: The Word, 5(2).
Durie, M. (2013). Towards social cohesion: The indigenisation of higher education in New
Zealand. In Ngā tini whetu: Navigating Māori futures. Huia New Zealand.
Education Council. (2015). Graduating teacher standards: Aotearoa New Zealand.
http://www.educationcouncil.org.nz/sites/default/files/gts-poster.pdf
Education Council. (2017). Our code, our standards: Code of professional responsibility and standards for the teaching profession.
https://teachingcouncil.nz/assets/Files/Code-and-Standards/Our-Code-Our-Standards-Nga-Tikanga-Matatika-Nga-Paerewa.pdf
Education Council and Ministry of Education. (2011). Tātaiako: Cultural
competencies for teachers of Māori learners. https://teachingcouncil.nz/assets/Files/Code-and-Standards/Tataiako-cultural-competencies-for- teachers-of-Maori-learners.pdf
Education Review Office (2013). Working with Te Whāriki. Author.
Fitzpatrick, M., & Berman, J. (2016). Cultural dissonance in Tertiary education: History
repeating itself. MAI Journal, 5(2), 137-149.
Glazier J., & Bean, A. (2019). The promise of experiential education: Transforming teacher
beliefs and practices. Teaching Education, 30(3), 261-277.
Gordon-Burns, D., and Campbell, L. (2014a). Indigenous rights in Aotearoa/New Zealand-
Inakitia rawatia hei kākano mō āpōpō: Students encounters with bicultural
commitment. Childhood Education, 90(1), 20-28
Gordon-Burns, D., & Campbell, L. (2014b). Biculturalism in early childhood education in
Aotearoa/New Zealand: A consideration of attitudes, policy, and practice. He Kupu: TheWord, 3(5), 23-37.
Gordon-Burns D., & Campbell, L. (2017). “My views have changed”: Graduating E.C.
students calculate their bilingual, bicultural confidence. Early Education, 61, 18-21.
Hart, V., Whatman, S., McLaughlin, J., & Sharma-Brymer V. (2012). Pre-service teachers’
pedagogical relationships and experiences of embedding Indigenous Australian
knowledge in teaching practicum. Compare, 42(5), 703-723.
Hetaraka, M. (2019). A kaupapa Māori analysis of Tātaiako: Considering Maōri education
policy. MAI Journal, 8(2)5, 160-171.
Jenkin, C. (2017). Early childhood education and biculturalism: Definitions and implications New Zealand Journal of Teachers’ Work, 14(1,) 8–20.
Kane, K. (2005). Initial teacher education: Policy and practice: Final report. Ministry of
Education.
Kaye, N. (2017). Updating Te Whāriki: From the Minister of Education. Early Education, 62, 67.
Lourie M. (2015). Biculturalism in education: Haerer whakamua, hoki whakamuri/Going
forward, thinking back. New Zealand Journal of Teachers’ Work, 12(2), 131-148
Lourie, M. (2016). Bicultural education policy in New Zealand. Journal of Education Policy,
31(5), 637-650.
May, H., & Carr, H. (2015). Te Whāriki: A uniquely woven curriculum shaping policy,
pedagogy and practice in Aotearoa New Zealand. In T. David, K. Gouch, & S. Powell (Eds.) The Routledge international handbook of philosophies and theories (pp. 316-326). Routledge.
McMillan, H., Te Hau-Grant, R., & Werry, S. (2017). Mai i te pō ki te ao mārama: From the
darkness into the light - supporting early childhood education students to become culturally competent. He Kupu: The Word, 5(2), 27-35.
Ministry of Education. (1996). Te whāriki: He whāriki mātauranga mō ngā mokopuna o
Aotearoa: Early childhood curriculum. Author.
Ministry of Education. (2009). Ka hikitia - Managing for success: The Māori education strategy.2008– 2012. Updated 2009.
https://www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/Ka-Hikitia/KaHikitia2009PartOne.pdf
Ministry of Education. (2013). Ka hikitia: Accelerating success 2013–2017—The Māori
education strategy.
https://www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/Ka-Hikitia/KaHikitiaAcceleratingSuccessEnglish.pdf
Ministry of Education. (2017). Te whāriki: He whāriki mātauranga mō ngā mokopuna o
Aotearoa: Early childhood curriculum.
https://www.education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf.
Ministry of Education and the Ministry of Business, Innovation and Employment. (2014). The tertiary education strategy 2014 – 2019.
https://www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/Tertiary-Education-Strategy.pdf.
Rameka, L., & Glasgow, A. (2015). A Māori and Pacific lens on infant and toddler provision
in early childhood education. MAI Journal, 4(2), 134-150.
Ritchie, J. (2003). Bicultural development within an early childhood teacher education
program. International Journal of Early Years Education, 11(1), 43-56.
Ritchie, J., & Rau, C. (2010). Kia mau ki te wairuatanga: Countercolonial narratives of early
childhood education in Aotearoa. In G. S. Cannella and L. D Soto (Eds.)
Childhoods: A handbook (pp. 355-374). Peter Lang.
Stewart, G. (2018). Rebooting biculturalism in Education in Aotearoa-New Zealand. New
Zealand Journal of Teachers’ Work, 15,(1), 8-11/
Sticha, V. (2014). Critical friend. In D. Coghlan & M. Brydon-Miller (Eds.), The Sage
encyclopedia of action research. Sage Publications Ltd. https://dx-doi-org.helicon.vuw.ac.nz/10.4135/9781446294406.n91
Te One, S. (2013). Te Whāriki: Historical accounts and contemporary influences 1990−2012. In J. Nuttall (Ed.), Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum document in theory and practice (7-34). NZCER Press.
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Published
Nov 16, 2021
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Pacific Rim 2021 Conference Proceedings
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Author Biographies
Lesley Robinson, Te Rito Maioha ECNZ
Lesley Robinson is a senior lecturer with Te Rito Maioha: Early Childhood New Zealand. Lesley currently teaches in a Bachelor of Teaching (ECE) programme.
Sandra P. Tuhakaraina, Te Rito Maioha ECNZ
Sandra Pare Tuhakaraina (Master of Education) is a Senior Pouako/Lecturer and Course Leader/Kaiārahi Mārautanga in the Bachelor of Teaching (ECE) at Te Rito Maioha Early Childhood New Zealand Aotearoa. She has a passion for Māori knowledge, language and customs in her lecturing to student teachers in early childhood education.
Dr Judith Loveridge, Victoria University of Wellington
Judith Loveridge is an Associate Professor at Victoria University of Wellington. Judith teaches in the programme for the Bachelor of Education (Teaching) Early Childhood, and research methods in the Masters programme. She is also Convenor of Human Ethics for the University.