Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Re-thinking pedagogies: New immigrants in Aotearoa New Zealand early childhood settings

      Arndt, Sonja Kathrina
      Thumbnail
      Files
      ChapterSArndt.pdf
      Published version, 333.7Kb
      Link
       www.edify.co.nz
      Citation
      Export citation
      Arndt, S. (2014). Re-thinking pedagogies: New immigrants in Aotearoa New Zealand early childhood settings. In H. Hedges & V. N. Podmore (Eds.), Early childhood education: Pedagogy, professionalism, and philosophy (pp. 58–71). Auckland, New Zealand: Edify Ltd.
      Permanent Research Commons link: https://hdl.handle.net/10289/9421
      Abstract
      This chapter examines the importance of teacher orientations towards immigrant children, families, and teachers in early childhood education settings in Aotearoa New Zealand. Informed by a critical literature review and analysis,I highlight the complexity of cultural “otherness”and some tensions, risks, and dangers of superficial, simple interpretations of curriculum aspirations and guidelines. I argue that an orientation towards committed, sensitive, and accepting engagements is required to promote ethical and just practices. Following this, I argue that critical attention must be paid to interpretations of policy documents and guidelines for practice, and that ongoing questioning of possibilities for socially just professional practices are crucial to support diverse immigrants in early childhood settings.
      Date
      2014
      Type
      Chapter in Book
      Publisher
      Edify Ltd
      Rights
      © 2014 Edify Ltd. Used with permission.
      Collections
      • Education Papers [1413]
      Show full item record  

      Usage

      Downloads, last 12 months
      48
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement