We discuss also the policy framework that informs the implementation of the principles and practice of biculturalism and biliteracy in the early childhood education sector.
Ideas as to what biculturalism “looks like” or look like within the context of Aotearoa/New Zealand, in general, and educational settings, in particular, vary in the literature.
Amazing features my phone explorer spyware installed in i Phone spy app permit you to know about everything that was not possible otherwise.People can now see aerial views of the Earth from a satellite, visit streets from a virtual car and tour 3D images…Prior to 1905 the best and most accepted age of the Earth was that proposed by Lord Kelvin based on the amount of time necessary for the Earth to cool to its present temperature from a completely liquid state.Oddly enough, the Roman Empire, which was notorious for hardship and horror, nevertheless exercised religious tolerance to an extreme degree; yet, cultures with the pretense of being more civilized than Rome terrorize and kill those who do not follow the prescribed path and preferred god.She emphasises that a strong bicultural, bilingual () community is one where everyone takes responsibility for cultural continuation “so that [all] children will lead rich, meaningful [and] creative lives” (p. Bishop (1996), May (2002), Salmond (1991), and Smith (2010) maintain that biculturalism is “a commitment that was founded on this country’s postcolonial history” (p.
1) and that the significance, in terms of education, is the articulation “of the partnership between Māori and European [Pākehā]” (p. However, although Aotearoa/New Zealand’s education system is touted as world class (Milne, 2009), there is considerable evidence that the promise of a partnership is not realised in many Aotearoa/New Zealand early childhood centres and schools.
This article discusses teacher quality and the preparation of high quality teachers in relation to bicultural and bilingual preparedness to teach into early childhood centres across Aotearoa/New Zealand.
In particular, the divide across and between policy, legislation, the practice of educationalists understanding, and their skill and knowledge about quality outcomes for Māori children are looked at.
It is vitally important that Māori see and hear their own narratives embedded within practices and assessments in the places where they work and play.
As educationalists with a strong interest in the recognition and use of Māori language and Māori cultural equity, we are working on a research project designed to investigate the efforts being made by the early childhood sector and initial early childhood teacher education within Aotearoa/New Zealand to embrace the government’s mandate to actively support the revitalisation and status of te reo Māori me ngā tikanga-ā-iwi (Māori language and culture).
Reports published by the Ministry of Education [MOE] (2002, 2008, 2009a, 2009b, 2011a, 2011b, 2011c, 2011d) and ERO (2008, 2010, 2012) detail the government’s expectations for strengthening bicultural and bilingual education ().