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    Ahakoa he iti: Early childhood pedagogies affirming of Māori children's rights to their culture

    Ritchie, Jenny; Rau, Cheryl

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    Date
    2011-10
    Citation:
    Rau, C., & Ritchie, J. (2011). Ahakoa he iti: Early childhood pedagogies affirming of Māori children's rights to their culture. Early Education and Development, 22(5), 795-817. doi: 10.1080/10409289.2011.596459
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/1899
    Abstract
    This paper considers the position of tamariki Māori, the indigenous children of Aotearoa (a Māori name for New Zealand), in relation to the impact of colonization on their rights, including a focus on the United Nations Declaration on the Rights of Indigenous Peoples, and the current educational policy arena. It then provides an explication of a Māori perspective of tika and tikanga, Māori rights as enacted through a Māori worldview. We then proceed to offer some illustrations from our recent research projects in this country of ways that teachers are engaging with tamariki and whānau Māori (Māori children and families) in endeavours which give expression to pedagogical enactment respectful and reflective of tikanga Māori (values and cultural practices). It is concluded that there are possibilities for early childhood pedagogies which enable a re-narrativizing of Māori ways of being, knowing and doing, in affirmation of children’s rights to identity possibilities sourced in their own tikanga (knowledges and practices which are culturally right).
    Ngā Upoko Tukutuku (Māori Subject Headings):
    Tikanga, Kura pūhou
    Keywords:
    tika, early childhood education, colonisation
    ANZSRC Field of Research:
    130107 Te Whāriki (Māori Early Childhood Education)
    Copyright Holder:
    Taylor & Francis

    Copyright Notice:
    This is an electronic version of an article published in Early Education and Development, 22(5), 795-817. Early Education and Development is available online at: http://www.tandfonline.com/openurl?genre=article&issn=1040-9289&volume=22&issue=5&spage=795
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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