Pedagogies for a superdiverse Aotearoa New Zealand

Abstract

This presentation interrogates the notion of ‘superdiversity’ (Vertovec, 2007) in the context of early childhood education in Aotearoa (New Zealand), highlighting the importance of relational pedagogy with regard to sustaining diverse cultures. Findings from analysing a range of national reports regarding ‘(super)diversity’ issues in early childhood settings will be used to support this interrogation. The concept of ‘superdiversity’ has recently begun to feature in public polices and scholarship across a range of disciplines, including education (Meissner, 2015; Meissner & Vertovec, 2015). While the term ‘diversity’ is typically used in association with ethnicities, languages and cultures, Vertovec (2007) uses the notion of ‘superdiversity’ to draw attention to the interplay of additional migration-related variables, such as different patterns of migration and associated socio/cultural/political complexities. Post-World War II immigration policies brought increased immigration, mainly from the Pacific Islands and Asian countries, into New Zealand (Spoonley & Bedford, 2012). The level of cultural and language complexity in a now “superdiverse New Zealand” surpasses “anything previously experienced” (Royal Society of New Zealand, 2013, p. 1). This particular manifestation of superdiversity is rendered more challenging as it overlays a particular bicultural policy context which recognises the rights of Māori, the Indigenous population of Aotearoa (New Zealand). Recognition of superdiversity draws attention to new patterns of inequality and prejudices (Meissner & Vertovec, 2015; Vertovec, 2007), requiring reconsideration of educational policies and pedagogies in order to address these. National reports by the Education Review Office (2004, 2012a, 2012b) show that many education settings in New Zealand still fall short in catering for Māori learners, let alone responding to the multiple dimensions of superdiversity. This presentation will consider possibilities for teachers to apply relational pedagogies, ones that engage deeply and respectfully with children and families in order to affirm and support their home languages, and cultural beliefs and practices.