Since 1996, early childhood educators in Aotearoa have worked under the rubric of the first national early childhood curriculum, Te Whāriki (Ministry of Education, 1996). Te Whāriki has been recognised for its sociocultural emphasis (Nuttall, 2003), which was markedly different...

This paper considers data from recent research which illustrates the ways in which tamariki (children), whānau (families) and educators are integrating the use of the Māori language within their everyday educational interactions, as mandated by the bilingual New Zealand early...

As we become more overtly aware of the embedded historical memories (O’Loughlin, 2001) that underpin our conscious theoris-ing, our reflections cause us to re-consider long-held assumptions, re-minding our-selves of our complicities and non-com-plicities and our potential to re-shape our own...

Māori participation in early childhood education (ECE) still lags behind that of non-Māori (45 percent compared to 68 percent—Ministry of Education, 2004). The strategic plan for early childhood (Ministry of Education, 2002) contains “a focus on collaborative relationships for Māori”,...

The decline in Māori children's enrolment in kōhunga reo and the corresponding increase in the proportion of Māori children attending education and care centres (Ministry of Education, 2004) has major implications for both the majority of Maori children who are...