Date: February-June 2012 Criteria: 3, 12 Rationale for Inclusion: I demonstrate respect for heritages, languages and cultures of both

parties to the Treaty of Waitangi (3). I systematically and critically engage with evidence and professional literature to reflect on and refine practice. I critically examine my own beliefs, including cultural beliefs, and how they impact on my professional practice and the achievement of konga (12). Reflection: During my study toward a Graduate Diploma in ECE Teaching this year I have learned more about the bicultural aspect of ECE in New Zealand. Below is my contribution toward an annotated bibliography that resulted in a group assignment. During this research the key learning I took onboard was: Te Whriki was developed as a bicultural document, bringing together the expertise of Margaret Carr and Helen May with that of Tilly and Tamati Reedy who represented Te Khanga Reo. History shows that the Treaty has not been honoured by Pakeha, resulting in Mori loosing their culture and language and likely contributed to Mori becoming statistically disadvantaged socio-economically. The Treaty guarantees tino rangatiratanga (self-determination) and the protection of Mori interests and this is where it is important as a teacher to recognise the importance of having Mori input in the early childhood setting. I agree with Ritchie (2003) that the term bicultural development is more appropriate than biculturalism as we still have a long way to go to help right the balance of Pkeh domination. TECE355 Assignment One: Group Annotated Bibliography, March 2012 7. How has the New Zealand Early Childhood curriculum developed as a bicultural document? What are its background/history and challenges during implementation?

Duhn, I. (2006). The Making of Global Citizens: traces of cosmopolitanism in the New Zealand early childhood curriculum, Te Whriki. Contemporary Issues in Early Childhood, 7(3), 191-202. doi:10.2304/ciec.2006.7.3.191

Iris Duhn is a senior lecturer in the School of Critical Studies in Education at the University of Auckland. The article is in a peer reviewed journal aimed primarily at early childhood students and educators or those in related services or disciplines. It contains alternative perspectives relating to early childhood studies and practice.

Duhn argues that the New Zealand Early Childhood Curriculum has been shaped by power and politics. Global economic and local political circumstances have resulted in the New Zealand

government using Te Whriki as an instrument to produce their idea of the ideal child. She gives a brief history to explain the relevant political changes in New Zealand, especially the reforms of 1984 the shift from the welfare state with its strong agricultural economy relying heavily on British trade to the marketisation of public services within a globalised world economy. Te Whriki was created during the second neo-liberal phase when the impact of reforms was being felt in New Zealand. Te Whriki was developed with three major voices; government, early childhood professionals and families. Duhn argues the document supports a cosmopolitan pedagogy with the aim of producing the ideal child as a neo-liberal subject (Duhn, 2006, p.200). She sees the curriculum being used as a tool in the technology of citizenship to develop a child that is able to thrive in the global economy. Bicultural principles and cosmopolitan pedagogy co-exist and overlap within the document.

In relation to our topic of interest; this article gives an alternative perspective of the influences affecting how Te Whriki has been developed. It gives the political background in which it was created. It does not explore the bicultural nature of the document in detail to explain how the bicultural pedagogy can coexist with the cosmopolitan pedagogy. It does not tie in well with other articles which focus more strongly on the Mori history and involvement of Te Whriki.

Reedy, T. (2003). Toku Rangatiratanga Na Te Mana-Mtauranga Knowledge and Power Set Me Free . In J. Nuttall (Ed.), Weaving Te Whriki.: Aotearoa New Zealands Early Childhood Curriculum Document in Theory and Practice (pp.51-77). Wellington, New Zealand: New Zealand Council for Educational Research.

Tilly Reedy wrote Te Whriki in Te Reo Mori with her husband, Tamati, for the Khanga Reo National Trust. This is a speech that she addressed to the 1995 Early Childhood Convention in Auckland. It appears as a chapter in a book edited by Joce Nuttal, then a senior lecturer in the School of Professional Development at the Christchurch College of Education. This is a scholarly book of interest to students, professionals and educators in early childhood education and

other academics.

It begins with a mihi and explanation of Reedys beliefs those of her Mori heritage. Lyrics, poems, legends and sayings are used to illustrate the Mori traditions and beliefs surrounding the child and early learning. Reedy then questions the lack of traditional Mori values in modern times. She sites colonisation as a possible factor in the loss of Mori culture, particularly in the period from 1840-1890 and in the late 1950s with the migration of Mori to the cities. She sees the loss of culture as a factor which has led to Mori being statistically at a social and economic disadvantage. As a reaction to this Mori have returned to their cultural roots to redress these issues. Te Khanga Reo was a part of this effort. Reedy goes into detail of the Mori concepts that underpin Te Whriki within each of its principles and strands. This is then summed up in a table. She concludes with her belief that Te Whriki is about ensuring the transmission of home grown cultural values, language and customs of both Mori and Pkeh.

In relation to our topic of interest; this chapter gives the background of the bicultural ideology the importance of transmission of values.

Ritchie, J. (2003). Te Whriki as a Potential Lever for Bicultural Development. In J. Nuttall (Ed.), Weaving Te Whriki.: Aotearoa New Zealands Early Childhood Curriculum Document in Theory and Practice (pp.79109). Wellington, New Zealand: New Zealand Council for Educational Research.

At the time this chapter was written Jenny Ritchie was a senior lecturer in the Department of Professional Studies in Education at the University of Waikato. The book was edited by Joce Nuttal, then a senior lecturer in the School of Professional Development at the Christchurch College of Education. This is a scholarly book of interest to students, professionals and educators in early childhood education and other academics.

Ritchie explains how the bicultural nature of Te Whriki has grown out of the commitments to the Treaty of Waitangi. She points to articles two and three of the Treaty; to guarantee tino rangatiratanga (self-determination) and the protection of Mori interests. She gives brief details as to how the Treaty has fared politically, leading to its recognition in 1975 and the Waitangi Tribunal discussions of 2001. Ritchie argues the term bicultural development is more appropriate than biculturalism when describing educational endeavours as it implies the ongoing development toward a bicultural society. Ritchie tells how Te Whriki has been based on the inclusion of culturally appropriate practice, whereby learning experiences are included because they are nationally appropriate. Ritchie studied the effectiveness of upholding Treaty commitments through Te Whriki. She found that the lack of prescription in the document could lead to Mori content being marginalised, there are a lack of models and benchmarks for effective implementation, the implementation of Mori content is related to training, the whanaungatanga approach can be useful for including Mori input.

In relation to our topic of interest; this chapter is extremely relevant throughout. It covers the history and background that explain the need for a bicultural document and the theory behind the writing of the document. It looks at the challenges faced when implementing the bicultural nature of the document.

Singer, M.J. (2010). Character education, Dr Seuss and Te Whriki: A likely combination. Australasian Journal of Early Childhood, 35(2), 43-53. Retrieved from http://search.informit.com.au.ezproxy.canterbury.ac.nz/documentSummary;dn=028149714995026;res=IE LHSS

Miriam J. Singer is Assistant Professor of Education at Fairleigh Dickinson University (FDU) in New Jersey, USA. This article is in a peer reviewed journal aimed at providing information to early childhood practitioners, academics and students. Singer looks at the increased role of education to provide character education instilling

cultural values. She focuses on the role of Te Whriki in addressing character education and its specific focus on cultural heritage. Singer references many theories of character education and gives examples of American based educational programmes.

Singer believes the books of Dr Seuss are helpful in achieving the character based objectives of Te Whriki. She argues that the stories of Dr Seuss fit well with the notion of Mori oral traditions and that the messages of Dr Seuss can be related to Mori culture and values. She believes the use of literature is very useful in teaching character development. The stories provide a good way for children to access learning. The stories should be accompanied by questions to promote higher-order thinking. Singer gives specific examples of Dr Seuss stories and the strands, goals and objectives they can be linked to in Te Whriki. There is specific reference to Mori culture and biculturalism.

In relation to our topic of interest; this article is helpful in seeing a way to meet the challenge of implementing a bicultural curriculum through the use of literature. It contains a mixture of very practical advice, but also has a large amount of theoretical information. It is also relevant in providing an historical background of Te Whriki by examining the global expectation for education to relay cultural values. I feel the authors American background was evident in the way she addressed issues specific to New Zealand.

Te One, S. (2003). The Context for Te Whriki.: Contemporary Issues of Influence. In J. Nuttall (Ed.), Weaving Te Whriki.: Aotearoa New Zealands Early Childhood Curriculum Document in Theory and Practice (pp.17-49). Wellington, New Zealand: New Zealand Council for Educational Research.

At the time this chapter was written Sarah Te One was a lecturer at the Institute for Early Childhood Studies at Victoria University in Wellington. The book was edited by Joce Nuttal, then a senior lecturer in the School of Professional Development at the Christchurch College of Education. This is a scholarly book of interest to students, professionals and educators in early

childhood education and other academics.

The chapter is in three parts; the first recounts the context in which Te Whriki emerged, the second explains the process of writing the document and the third explores the reactions of practitioners as the document was implemented for the first time. It details the political factors that contributed to the creation of an Early Childhood Curriculum beginning in the late 1980s and the cultural background that influenced the reforms. The account surrounding the process of drafting the curriculum focuses on the perspectives of Margaret Carr and Helen May who played a major part in this process. The reception of the final document during its introduction to the field is shown in a selection of practitioner perspectives.

In relation to our topic of interest; the chapter gives the history of The Early Childhood Curriculum, showing the recent social-political factors that created and influenced educational reforms. It gives the background of a bicultural document by detailing the Pkeh and Mori collaborative drafting process. However part three is not relevant as the views of practitioners do not mention biculturalism.