Abstract:
This research examines success ‘as Māori’ in mainstream early childhood education. As a pūrākau qualitative narrative inquiry research, informed by Kauapapa Māori research methodology, this study draws on the voice of four whānau Māori whose child either attends or who has recently attended mainstream early childhood education. The research found that each whānau desires for their child to succeed ‘as Māori’ is personal, for example, one whānau placed emphasis on the importance of their child’s teacher knowing their child’s name and not labelling them as just another Māori child who has limited abilities. At the same time, participants’ also held common aspirations for whānau. This included their desire for mainstream early childhood education to deliver an authentic bicultural practice, where te reo me ona tikanga Māori is naturally enacted and embraced within all areas of the daily programme. A number of participants argued the need for mainstream early childhood education to genuinely commit to collaboration and co-construction with whānau Māori. Most importantly, whānau participants want their children to have a true sense of belonging, identity, security and pride in being Māori. This pūrākau qualitative narrative inquiry has provided a traditional way of narrating Māori stories through a Māori framework. Kaupapa Māori philosophy ensured whānau Māori were culturally safe when sharing their stories.
