Upholding children’s rights to bicultural ECE curriculum: A developmental work research study into teachers’ professional learning
Abstract
The upholding of children’s rights to develop their identity as citizens in a bicultural country is contingent with teachers’ capacity to co-construct bicultural curriculum with children and whānau in ECE. Te Whāriki provides a framework around which teachers can work with whānau and children to localise teaching and learning experiences. In doing so, they are able to promote conditions for teaching and learning where the unique mātauraka and reo of mana whenua may thrive and a context within which children’s languages, identities and cultures are supported to flourish. But, how do teachers hold themselves to account and build their collective knowledge and practice to lead teaching and learning in this way? This study investigates how kaiako used a structured professional learning framework (DWR) to intentionally uphold children's rights to bicultural curriculum, as outlined in Te Whāriki and international rights conventions.
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References
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