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    Titiro whakamuri, hoki whakamua: Respectful integration of Māori perspectives within early childhood environmental education

    Ritchie, Jenny

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    Ritchie 2013 Canadian.pdf (680.7Kb)
    Date
    2013
    Citation:
    Ritchie, J. (2013). Titiro whakamuri, hoki whakamua: Respectful integration of Māori perspectives within early childhood environmental education. Canadian Journal of Environmental Education. 17 : 62-79
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2611
    Abstract
    The early years are a foundational time for the establishment of dispositions for learning. This paper draws on a recent study in Aotearoa (New Zealand) to illustrate ways educators have been implementing programs, within mainstream early childhood care and education settings, that inclusively offer Māori perspectives on caring for ourselves, others, and the environment. It argues that Indigenous perspectives provide a valid counter-narrative to the dominant Western techno- industrial emphasis that continues to damage our planet. Early childhood care and education settings are ideally situated in their capacity to provide opportunities for children, families, and communities to experience ecologically sustainable practices that are appropriately informed by local Indigenous knowledges. In the study reported here, teachers incorporated Māori cosmological narratives and local legends and applied Māori values in practical ways that demonstrated and modelled caring, sustainable ecological practices.
    Ngā Upoko Tukutuku (Māori Subject Headings):
    Tikanga tuku iho
    Keywords:
    indigenous perspectives, early childhood care and education, counter colonialism, counter-narrative, Aotearoa, Māori worldview, New Zealand, Māori values and protocols, Māori knowledge systems
    ANZSRC Field of Research:
    050203 Environmental Education and Extension, 130102 Early Childhood Education (excl. Māori), 130302 Comparative and Cross-Cultural Education
    Copyright Holder:
    Yukon College

    Copyright Notice:
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    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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    • Education Journal Articles [247]

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