Bicultural development within an early childhood teacher education programme
Citation:Ritchie, J. (2003). Bicultural development within an early childhood teacher education programme. International Journal of Early Years Education, 11(1), 43-56.
Permanent link to Research Bank record:https://hdl.handle.net/10652/1489
This paper reports findings from a doctoral study which focused on processes implemented within an early childhood teacher education programme at the University of Waikato in Hamilton, New Zealand, that aimed to deliver on a stated commitment to Te Tiriti o Waitangi/the Treaty of Waitangi. This 1840 treaty guaranteed protection to Māori, the indigenous people of Aotearoa/New Zealand. As a result of the impact of colonisation by Britain, Māori have become marginalised within their own country, and their language is threatened. Recognition of the treaty necessitates a restorative process that may be termed ‘bicultural development’. This paper describes key features of the bicultural development process implemented within this teacher education programme.