"It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand.

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"It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand.

Ritchie, Jenny

Identifier: http://hdl.handle.net/10289/3232

Date: 2005

Type: Conference Contribution

Citation: Ritchie, J. (2005). "It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand. In S. May, M. Franken & R. Barnard (Eds.). LED 2003: 1st International Conference on Language, Education and Diversity, Refereed Conference Proceedings and Keynotes, The University of Waikato, Hamilton, New Zealand, 26-29 November 2003 [CD-ROM]. Hamilton, New Zealand: Wilf Malcolm Institute of Educational Research, The University of Waikato.

Abstract:

Racism is an undelying current within educational practice in

Aotearoa/New Zealand. This paper discusses some of the data from a doctoral study that explored a particular teacher education context. In Aotearoa, the early childhood curriculum, Te Whariki, has a bicultural paradigm that requires a degree of bicultural and bilingual competence on the part of educators. This paper explores some of the issues around preparing teachers to deliver this curriculum, with a particular focus on racism.

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