Abstract:
This presentation interrogates the nature of parent-teacher partnership in a superdiverse New Zealand. It focuses on examining teacher partnership with two non-dominant cultural groups: indigenous Māori and Chinese immigrant families. The value of parent-teacher partnership in relation to children’s learning and development is widely recognised (De Gioia, 2013; Rivalland & Nuttall, 2010) and is promoted in the New Zealand early childhood education (ECE) curriculum (Ministry of Education, 2017). Yet, parents from diverse cultural groups have different experiences and perspectives regarding this partnership (De Gioia, 2013; Knopf & Swick, 2007). This paper draws on notions of cultural hybridity (Bhabha, 1994) and cultural funds of knowledge (González, 2005) to highlight the diverse, complex, and fluid nature of cultural beliefs and practices that children and families bring to ECE settings. Two main sources of findings will be presented in this paper: qualitative data from individual interviews with Māori and Chinese parents, and documented evidence from recent national evaluation reports. The ethics committees of the relevant institutions approved the studies involved. The researchers and participants shared similar cultural and language backgrounds. They co-analysed and co-constructed meaning of the data, minimising power imbalances and ensuring interpretative integrity. The findings suggest that many ECE teachers struggled to incorporate diverse familial and community funds of knowledge, and there was a lack of teacher partnership with Māori and Chinese families. This paper promotes applying concepts from hybridity theory and funds of knowledge to develop new pedagogical possibilities and multiplicities that are fluid and responsive.