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The Aotearoa New Zealand Curriculum Te Whāriki as a Basis for Developing Dispositions of Inclusion: Early Childhood Student Teachers Partnering With Families as Part of Their Pedagogical Practice

The Aotearoa New Zealand Curriculum Te Whāriki as a Basis for Developing Dispositions of Inclusion: Early Childhood Student Teachers Partnering With Families as Part of Their Pedagogical Practice

Michael Gaffney, Kate McAnelly
Copyright: © 2019 |Pages: 15
ISBN13: 9781522577034|ISBN10: 1522577033|ISBN13 Softcover: 9781522592150|EISBN13: 9781522577041
DOI: 10.4018/978-1-5225-7703-4.ch011
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MLA

Gaffney, Michael, and Kate McAnelly. "The Aotearoa New Zealand Curriculum Te Whāriki as a Basis for Developing Dispositions of Inclusion: Early Childhood Student Teachers Partnering With Families as Part of Their Pedagogical Practice." Global Perspectives on Inclusive Teacher Education, edited by Bethany M. Rice, IGI Global, 2019, pp. 181-195. https://doi.org/10.4018/978-1-5225-7703-4.ch011

APA

Gaffney, M. & McAnelly, K. (2019). The Aotearoa New Zealand Curriculum Te Whāriki as a Basis for Developing Dispositions of Inclusion: Early Childhood Student Teachers Partnering With Families as Part of Their Pedagogical Practice. In B. Rice (Ed.), Global Perspectives on Inclusive Teacher Education (pp. 181-195). IGI Global. https://doi.org/10.4018/978-1-5225-7703-4.ch011

Chicago

Gaffney, Michael, and Kate McAnelly. "The Aotearoa New Zealand Curriculum Te Whāriki as a Basis for Developing Dispositions of Inclusion: Early Childhood Student Teachers Partnering With Families as Part of Their Pedagogical Practice." In Global Perspectives on Inclusive Teacher Education, edited by Bethany M. Rice, 181-195. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7703-4.ch011

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Abstract

Over the last 20 years Aotearoa New Zealand's early childhood curriculum, Te Whāriki, has required and supported inclusive approaches to the active participation of disabled children and their families in everyday early childhood settings. The revised Te Whāriki, released in 2017, further places an onus of responsibility on teachers to resist inequity and exclusion experienced by disabled children through its focus on nurturing respectful, responsive relationships with families and honoring the knowledge parents bring with them as experts on their children. This chapter explores how Te Whāriki and initial teacher education (ITE) programs in Aotearoa New Zealand can act on each other to produce student teacher practice that is inclusive of family perspectives. Te Whāriki is a bicultural curriculum and recognizes the Crown's earlier commitment to the indigenous people of New Zealand. This also acknowledges the role of families in early childhood settings as equal partners in establishing aspirations for their children's learning.

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