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An ‘open letter to teachers’

Abstract
Teaching is a highly complex and political endeavour, and as teachers, we need to be courageous as we support children to make sense of the increasingly complex and diverse societies that we live in. My doctoral research highlighted a number of issues related to teachers and curriculum. Te Whāriki, the Aotearoa New Zealand early childhood curriculum is the framework for critical socially relevant curriculum, and this letter speaks to teachers whose daily work involves recognising and responding to children’s ‘working theories’ about the social world. I argue that as teachers we need to be reflective and reflexive, and think critically about curriculum planning to go beyond children’s surface interests and focus on deeper issues like fairness, justice, anti-racism and our shared humanity – issues of concern to society as a whole. As teachers, we also need to involve families in the conversations that they are part of, and privy to, so together we can create a fairer, more just society for all who call Aotearoa New Zealand home.
Type
Journal Article
Type of thesis
Series
Citation
Kelly-Ware, J. P. (2019). An ‘open letter to teachers’. Teachers and Curriculum, 19(1), 55–60. https://doi.org/10.15663/tandc.v19i1.335
Date
2019
Publisher
Wilf Malcolm Institute of Educational Research, the University of Waikato
Degree
Supervisors
Rights
Authors retain copyright of their publications. Article is subject to the Creative commons license: https://creativecommons.org/licenses/by-nc-sa/3.0/legalcode