Abstract:
This thesis affirms Māori ways of knowing, being and doing by reclaiming Māori understandings of “high-quality” early learning for tamariki-mokopuna Māori. High-quality early learning for tamariki-mokopuna Māori is a term used regularly in education policy throughout Aotearoa New Zealand. This is problematic as quality is subject to numerous understandings – quality for one person may not be quality for another. For Māori it is particularly contentious because quality has been largely defined and dominated by AngloSaxon discourse. This research is underpinned by Kaupapa Māori theory and methodology. Pūrākau, informed by semi-structured interviews, and document analysis are the methods used to examine whānau perspectives of high-quality early learning for tamariki-mokopuna Māori. The early childhood curriculum, Te Whāriki (Ministry of Education, 2017a) and Te Tauākī Kaupapa (the philosophy statement, TTK) are explored as critical documents that support whānau perspectives. Nana Letty’s (Dr Ereti Brown) pūrākau foregrounds this research. A revered kuia who has taught and managed Māori Playcentre, Kōhanga Reo, and Puna Reo, Nana Letty’s pūrākau provides a historical, political, social, and cultural context to understandings of high-quality early learning for tamariki-mokopuna Māori. Whānau views of high-quality early learning for tamariki-mokopuna Māori are then explored through three overarching āhuatanga: Te Tiriti o Waitangi, Whakapapa and Te Mana o Tamariki-Mokopuna Māori (the three findings chapters). The thesis argues that despite Te Whāriki and TTK reference to these āhuatanga, the extent to which they can provide support for whānau views is limited, and a deeper level of comprehension is required. Unless these āhuatanga are understood through Māori historical, philosophical, pedagogical and theoretical understandings, they are highly unlikely to be recognised or enacted authentically as key features of high-quality early learning for tamariki-mokopuna Māori.
