Jonathan Ritchie
Biographic Data
| ID | 75207 |
|---|---|
| NAME | Jonathan Ritchie |
| GIVEN NAMES | Jonathan |
| FAMILY NAME | Ritchie |
| SIGNATURE | RITCHIE J |
| AFFILIATIONS | Victoria University of Wellington |
| ORCID | 0000-0003-2934-6358 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Intergenerational transfer of Indigenous knowledge by Newar women in Khokana, Nepal
Newar, an Indigenous community in Nepal, have been practising their unique language, culture and traditions for centuries. However, this rich knowledge is increasingly marginalised by the adoption of Eurocentric universal Western models of development and the influence of neoliberalism in formal education. Further, while women have long played a central role in the intergenerational transfer of Indigenous knowledge, often such engagement goes unn…
Towards a power-sharing pedagogy: The mobilisation of Indigenous culture in children’s play in Aotearoa New Zealand’s early childhood settings
Enabling counter-colonial, ecologically sustaining education potentialities: A perspective from Aotearoa (New Zealand)
This paper considers ‘democracy’ with reference to education in the (neo)colonial context of Aotearoa (New Zealand). It discusses impacts of the western project of colonisation, arguing for the need to counter damaging hegemonic discourses such as white supremacy and racism that have underpinned and fuelled its operation. It identifies neoliberalism as a key contributor to the current erosion of democracies and the climate and ecological crises. …
Neoliberalism, citizenship, and young children: Exploring discursive constructions of citizenship in early childhood curricula in China and Aotearoa New Zealand
As an entitlement to rights, well-being and equity, young children’s citizenship lays the foundation for a democratic, just and sustainable world. This article interrogates the discursive constructions of ‘citizenship’ within recent early childhood curriculum documents in China and Aotearoa New Zealand. Since the 1990s, both nations have released national curricula to facilitate children’s growth and learning, unveiling the potential of children …
Contemporary challenges for children’s rights, well-being, justice and equity: Policy, community activism and pedagogy
Complex Considerations for Critical Qualitative Childhood Studies: A Perspective From Aotearoa (New Zealand)
This article considers the complexities of the historical and current context for critical qualitative childhood studies in Aotearoa (New Zealand), a country with a two-century history of colonization by Britain of the Indigenous people, the Māori. This was despite the undertakings of the British contained within a treaty, Te Tiriti o Waitangi to uphold Māori authority over their lands, resources, and things of value, as equal citizens to the Bri…
Surveying and resonating with teacher concerns during Covid-19 pandemic
The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of teachers and extraordinary changes to education, we gathered as a group of nine educational researc…
Teaching and Learning in Covid-19: Pandemic Quilt Storying
Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the …
Wan Solwara: New Histories of Australia and Papua New Guinea
Surveying adult support for child and youth voice on environmental governmental decision-making in Australian and New Zealand
The global movement of student strikes for climate action illustrates that many children and youth want to have a voice on governmental decisions on the environment. Yet in most nations, an electoral voice is not granted to those under the age of 18. From prior research, we see the main barrier for child and youth voice to parliament is adult attitudes towards children and youth. To find out who supports their voice on government decisions for th…
The Moat of Oblivion: Australia and the Forgetting of Papua New Guinea
From the decolonisation of Papua New Guinea in 1975, Australian historiography has focused on the continent and Tasmania, excluding the former territories/y north of the Torres Strait and denying their constitutional place in the nation's past. The forgetting of Papua New Guinea in Australia is the result of the continental consciousness of Australians, enhanced by the new nationalism of the last fifty years. Other sources of forgetting include t…
Exploring a Tiriti-based superdiversity paradigm within early childhood care and education in Aotearoa New Zealand
This article reports findings from a study that used a process of document analysis to examine early childhood care and education responses to increasing superdiversity in the ‘bicultural’ legislative context of Aotearoa New Zealand. The New Zealand Education Review Office has described both Indigenous Māori children and ‘children of migrants and refugees’ as ‘vulnerable’ and ‘priority learners’. This article uses the lenses of Te Tiriti o Waitan…
Learning with Indigenous wisdom in a time of multiple crises: Embodied and emplaced early childhood pedagogies
In this position paper we consider the significance of global climate activism by children and young people in the light of ongoing western adult-centric policies and educational practices that largely continue to exclude Indigenous perspectives. Reflecting on the implications of this hegemony in the face of the convergent crises of climate and COVID-19 and concomitant exacerbations of social inequities, we acknowledge the impact of this reality …
Young people’s climate leadership in Aotearoa
Children and young people internationally have been demonstrating their concern about the inadequacy of adult responses to the climate crisis. These young people recognise that their wellbeing and that of the planet is imperilled by this inaction. Furthermore, schools should be taking the lead in educating and supporting children and young people with regard to climate science and climate action, as well as with their emotional wellbeing. This ar…
A duoethnographic discussion of doctoral supervision pedagogies
This paper performs a critical qualitative inquiry exploring supervision pedagogies utilising duoethnography as both methodology and conceptual framing. We begin the inquiry by reflecting upon our social and cultural identities and our evolving supervisor/supervisee-colleague-friend relationship. Our critical dialogue then shifts to scrutinising our supervision experiences. Topics of relationships, ethics, power effects, cultural differences, stu…
Te Rangatiratanga o te Reo: Sovereignty in Indigenous languages in early childhood education in Aotearoa
Te reo Māori, the Māori language is a taonga (something highly valued by Māori) that should have been protected under Article Two of the 1840 Te Tiriti o Waitangi, the treaty that gave Britain the right to settlement of Aotearoa (New Zealand). Article Two guaranteed Māori absolute chieftainship over their lands, homes, resources, and everything of value. Thirty‐five years ago the Waitangi Tribunal found te reo Māori is indeed a ‘taonga’ which the…
Imagining possible worlds with young children, families, and teachers: Sustaining indigenous languages and family pedagogies
KEYWORDS: Indigenous languagesfamily pedagogiescommunity-led initiativesearly childhood educationnarrative of possibility
Movement from the margins to global recognition: Climate change activism by young people and in particular indigenous youth
This paper reflects on the recent global youth climate change movement in relation to theoretical considerations of Indigeneity, post-Anthropocentricism and decolonial practices. It then highlights the perspectives of several young climate activists, before considering a range of factors (‘elephants in the room’) that lurk behind the incapacity of our current practices to create spaces that provide opportunities for full expression of young peopl…
A New Collection and Home for Oral History at the National Museum and Art Gallery of Papua New Guinea
As part of the refurbishment of the National Museum and Art Gallery of Papua New Guinea, in 2018, a new gallery opened featuring oral history. The first exhibition in the gallery incorporates an oral history collection focusing on the Papuan Guinean experience during World War II
From the Grassroots: Bernard Narokobi and the Making of Papua New Guinea's Constitution
Bernard Narokobi's concept of the Melanesian Way was influenced by a variety of factors, including his own childhood in the village, his religion, and the understandings of the people around him. He also drew inspiration from his exposure to the views and opinions of the many Papua New Guineans who contributed to the work of the Constitutional Planning Committee (CPC) between 1972 and 1975 when he served as a consultant to the committee. He share…
Surveying support for child and youth political participation in Australia and New Zealand
Recent decades have witnessed increased empirical and policy interest in children’s citizenship, particularly since the ratification of the United Nations Declaration of Children’s Rights. However, support for children’s active citizenship is often hindered by the pervasiveness of discourses that characterise children as innocent, developing, and free from responsibility. Public and governmental decision-making largely excludes children’s consult…
Young children’s citizenship membership and participation: Comparing discourses in early childhood curricula of Australia, New Zealand and the United States
Recognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions…
Anne Nealibo Dickson-Waiko (1950–2018)
Anne Nealibo Dickson-Waiko passed away on the evening of Monday, 23 April 2018, at Port Moresby General Hospital in the capital of Papua New Guinea (PNG), where she had been receiving treatment for
Diverse Complexities, Complex Diversities: Critical Qualitative Educational Research in Aotearoa (New Zealand)
This paper highlights considerations for critical qualitative researchers in relation to the need to enact methodologies that are contextually responsive. It outlines a range of intersecting complexities that emerge from a critical reading of the context for research in Aotearoa (New Zealand), which include histories of colonisation of Indigenous peoples, increasing cultural diversity likely to be futher impacted by migration from Pacific Islands…
Papua New Guineans Reconstructing their Histories: The Pacific War Revisited
This article discusses the project to record interviews with Papua New Guineans about their experiences of the Pacific War between 1942 and 1945, which was very much a critical juncture in the course of Papua New Guinean history. It examines how Papua New Guineans' encounters with the War that devastated their land have been portrayed, and suggests that an exploration featuring Papua New Guineans in the telling of their own experiences with the W…
Movement from the margins to global recognition: Climate change activism by young people and in particular indigenous youth
This paper reflects on the recent global youth climate change movement in relation to theoretical considerations of Indigeneity, post-Anthropocentricism and decolonial practices. It then highlights the perspectives of several young climate activists, before considering a range of factors (‘elephants in the room’) that lurk behind the incapacity of our current practices to create spaces that provide opportunities for full expression of young peopl…
Indigenous Onto-Epistemologies and Pedagogies of Care and Affect in Aotearoa
This article reflects on research conducted in one kindergarten that was part of a wider project focusing on ‘caring for ourselves, others and the environment’ in early years education in Aotearoa New Zealand. The project drew upon both Māori and western theoretical frames. In this article I respond to Bruno Latour's suggestion that we renew our theoretical considerations to make our practice more responsive to ‘matters of concern’. The interlink…
Te Rangatiratanga o te Reo: Sovereignty in Indigenous languages in early childhood education in Aotearoa
Te reo Māori, the Māori language is a taonga (something highly valued by Māori) that should have been protected under Article Two of the 1840 Te Tiriti o Waitangi, the treaty that gave Britain the right to settlement of Aotearoa (New Zealand). Article Two guaranteed Māori absolute chieftainship over their lands, homes, resources, and everything of value. Thirty‐five years ago the Waitangi Tribunal found te reo Māori is indeed a ‘taonga’ which the…
Young children’s citizenship membership and participation: Comparing discourses in early childhood curricula of Australia, New Zealand and the United States
Recognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions…
Young people’s climate leadership in Aotearoa
Children and young people internationally have been demonstrating their concern about the inadequacy of adult responses to the climate crisis. These young people recognise that their wellbeing and that of the planet is imperilled by this inaction. Furthermore, schools should be taking the lead in educating and supporting children and young people with regard to climate science and climate action, as well as with their emotional wellbeing. This ar…
Creating spaces of empathy in the face of regimes of control
This article focuses on the context of early childhood education in Aotearoa (New Zealand). It argues that greater consideration be given to the recognition of the ongoing intergenerational trauma resulting from histories of colonisation, particularly with regard to early childhood care and education pedagogies. It critiques the introduction of the US programme, the ‘Incredible Years’, since the behaviourist stance of its strategies lack empathy,…
Contemporary challenges for children’s rights, well-being, justice and equity: Policy, community activism and pedagogy
Surveying adult support for child and youth voice on environmental governmental decision-making in Australian and New Zealand
The global movement of student strikes for climate action illustrates that many children and youth want to have a voice on governmental decisions on the environment. Yet in most nations, an electoral voice is not granted to those under the age of 18. From prior research, we see the main barrier for child and youth voice to parliament is adult attitudes towards children and youth. To find out who supports their voice on government decisions for th…
The Moat of Oblivion: Australia and the Forgetting of Papua New Guinea
From the decolonisation of Papua New Guinea in 1975, Australian historiography has focused on the continent and Tasmania, excluding the former territories/y north of the Torres Strait and denying their constitutional place in the nation's past. The forgetting of Papua New Guinea in Australia is the result of the continental consciousness of Australians, enhanced by the new nationalism of the last fifty years. Other sources of forgetting include t…
Surveying support for child and youth political participation in Australia and New Zealand
Recent decades have witnessed increased empirical and policy interest in children’s citizenship, particularly since the ratification of the United Nations Declaration of Children’s Rights. However, support for children’s active citizenship is often hindered by the pervasiveness of discourses that characterise children as innocent, developing, and free from responsibility. Public and governmental decision-making largely excludes children’s consult…
He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand
This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people…
Australian and Commonwealth republicanism
When republics, beginning with India in 1949, were first admitted to the Commonwealth of Nations, Australia remained strongly attached to the Crown and the King's (later the Queen's) role as Head of the Commonwealth. Indeed, many Australians had seen a shared Crown as axiomatic, and a symbol of Commonwealth unity. Despite bursts of republicanism in Australia during the 19th and 20th centuries, it was not until the 1990s that a republic appeared l…
Australian and Commonwealth republicanism
When republics, beginning with India in 1949, were first admitted to the Commonwealth of Nations, Australia remained strongly attached to the Crown and the King's (later the Queen's) role as Head of the Commonwealth. Indeed, many Australians had seen a shared Crown as axiomatic, and a symbol of Commonwealth unity. Despite bursts of republicanism in Australia during the 19th and 20th centuries, it was not until the 1990s that a republic appeared l…
He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand
This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people…
Defining Citizenship for a New Nation: Papua New Guinea, 1972–1974
A key part of any process of decolonisation is the need for the emerging nation to determine the rules for citizenship. In Papua New Guinea, what it meant to be a citizen was the first topic that the Constitutional Planning Committee considered when it set about its task to develop a ‘home grown’ constitution in late 1972. The process by which it first comprehended this matter and then involved thousands of Papua New Guineans in their villages, m…
Indigenous Onto-Epistemologies and Pedagogies of Care and Affect in Aotearoa
This article reflects on research conducted in one kindergarten that was part of a wider project focusing on ‘caring for ourselves, others and the environment’ in early years education in Aotearoa New Zealand. The project drew upon both Māori and western theoretical frames. In this article I respond to Bruno Latour's suggestion that we renew our theoretical considerations to make our practice more responsive to ‘matters of concern’. The interlink…
Early Childhood Education in Aotearoa New Zealand
Taking as a starting point the work of Aotearoa New Zealand to provide an education system that includes curriculum, pedagogy, and language from indigenous Maori culture, this book investigates the en
Kei tua i te awe māpara: Countercolonial Unveiling of Neoliberal Discourses in Aotearoa New Zealand
In this paper, we traverse both historical and contemporary discourses pertaining to early childhood care and education in Aotearoa New Zealand, offering a genealogical discursive analysis of assumptions of white superiority. It is proposed that such an analysis delivers a platform from which to launch a project of unmasking the recent and ongoing impact of neoliberal policies in our country. Two key documents are highlighted: the founding docume…
Creating spaces of empathy in the face of regimes of control
This article focuses on the context of early childhood education in Aotearoa (New Zealand). It argues that greater consideration be given to the recognition of the ongoing intergenerational trauma resulting from histories of colonisation, particularly with regard to early childhood care and education pedagogies. It critiques the introduction of the US programme, the ‘Incredible Years’, since the behaviourist stance of its strategies lack empathy,…
Diverse Complexities, Complex Diversities: Critical Qualitative Educational Research in Aotearoa (New Zealand)
This paper highlights considerations for critical qualitative researchers in relation to the need to enact methodologies that are contextually responsive. It outlines a range of intersecting complexities that emerge from a critical reading of the context for research in Aotearoa (New Zealand), which include histories of colonisation of Indigenous peoples, increasing cultural diversity likely to be futher impacted by migration from Pacific Islands…
Papua New Guineans Reconstructing their Histories: The Pacific War Revisited
This article discusses the project to record interviews with Papua New Guineans about their experiences of the Pacific War between 1942 and 1945, which was very much a critical juncture in the course of Papua New Guinean history. It examines how Papua New Guineans' encounters with the War that devastated their land have been portrayed, and suggests that an exploration featuring Papua New Guineans in the telling of their own experiences with the W…
Young children’s citizenship membership and participation: Comparing discourses in early childhood curricula of Australia, New Zealand and the United States
Recognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions…
Anne Nealibo Dickson-Waiko (1950–2018)
Anne Nealibo Dickson-Waiko passed away on the evening of Monday, 23 April 2018, at Port Moresby General Hospital in the capital of Papua New Guinea (PNG), where she had been receiving treatment for
Surveying support for child and youth political participation in Australia and New Zealand
Recent decades have witnessed increased empirical and policy interest in children’s citizenship, particularly since the ratification of the United Nations Declaration of Children’s Rights. However, support for children’s active citizenship is often hindered by the pervasiveness of discourses that characterise children as innocent, developing, and free from responsibility. Public and governmental decision-making largely excludes children’s consult…
Movement from the margins to global recognition: Climate change activism by young people and in particular indigenous youth
This paper reflects on the recent global youth climate change movement in relation to theoretical considerations of Indigeneity, post-Anthropocentricism and decolonial practices. It then highlights the perspectives of several young climate activists, before considering a range of factors (‘elephants in the room’) that lurk behind the incapacity of our current practices to create spaces that provide opportunities for full expression of young peopl…
A New Collection and Home for Oral History at the National Museum and Art Gallery of Papua New Guinea
As part of the refurbishment of the National Museum and Art Gallery of Papua New Guinea, in 2018, a new gallery opened featuring oral history. The first exhibition in the gallery incorporates an oral history collection focusing on the Papuan Guinean experience during World War II
From the Grassroots: Bernard Narokobi and the Making of Papua New Guinea's Constitution
Bernard Narokobi's concept of the Melanesian Way was influenced by a variety of factors, including his own childhood in the village, his religion, and the understandings of the people around him. He also drew inspiration from his exposure to the views and opinions of the many Papua New Guineans who contributed to the work of the Constitutional Planning Committee (CPC) between 1972 and 1975 when he served as a consultant to the committee. He share…
Te Rangatiratanga o te Reo: Sovereignty in Indigenous languages in early childhood education in Aotearoa
Te reo Māori, the Māori language is a taonga (something highly valued by Māori) that should have been protected under Article Two of the 1840 Te Tiriti o Waitangi, the treaty that gave Britain the right to settlement of Aotearoa (New Zealand). Article Two guaranteed Māori absolute chieftainship over their lands, homes, resources, and everything of value. Thirty‐five years ago the Waitangi Tribunal found te reo Māori is indeed a ‘taonga’ which the…
Imagining possible worlds with young children, families, and teachers: Sustaining indigenous languages and family pedagogies
KEYWORDS: Indigenous languagesfamily pedagogiescommunity-led initiativesearly childhood educationnarrative of possibility
A duoethnographic discussion of doctoral supervision pedagogies
This paper performs a critical qualitative inquiry exploring supervision pedagogies utilising duoethnography as both methodology and conceptual framing. We begin the inquiry by reflecting upon our social and cultural identities and our evolving supervisor/supervisee-colleague-friend relationship. Our critical dialogue then shifts to scrutinising our supervision experiences. Topics of relationships, ethics, power effects, cultural differences, stu…
Exploring a Tiriti-based superdiversity paradigm within early childhood care and education in Aotearoa New Zealand
This article reports findings from a study that used a process of document analysis to examine early childhood care and education responses to increasing superdiversity in the ‘bicultural’ legislative context of Aotearoa New Zealand. The New Zealand Education Review Office has described both Indigenous Māori children and ‘children of migrants and refugees’ as ‘vulnerable’ and ‘priority learners’. This article uses the lenses of Te Tiriti o Waitan…
Learning with Indigenous wisdom in a time of multiple crises: Embodied and emplaced early childhood pedagogies
In this position paper we consider the significance of global climate activism by children and young people in the light of ongoing western adult-centric policies and educational practices that largely continue to exclude Indigenous perspectives. Reflecting on the implications of this hegemony in the face of the convergent crises of climate and COVID-19 and concomitant exacerbations of social inequities, we acknowledge the impact of this reality …
Young people’s climate leadership in Aotearoa
Children and young people internationally have been demonstrating their concern about the inadequacy of adult responses to the climate crisis. These young people recognise that their wellbeing and that of the planet is imperilled by this inaction. Furthermore, schools should be taking the lead in educating and supporting children and young people with regard to climate science and climate action, as well as with their emotional wellbeing. This ar…
Surveying and resonating with teacher concerns during Covid-19 pandemic
The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of teachers and extraordinary changes to education, we gathered as a group of nine educational researc…
Teaching and Learning in Covid-19: Pandemic Quilt Storying
Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the …
Wan Solwara: New Histories of Australia and Papua New Guinea
Surveying adult support for child and youth voice on environmental governmental decision-making in Australian and New Zealand
The global movement of student strikes for climate action illustrates that many children and youth want to have a voice on governmental decisions on the environment. Yet in most nations, an electoral voice is not granted to those under the age of 18. From prior research, we see the main barrier for child and youth voice to parliament is adult attitudes towards children and youth. To find out who supports their voice on government decisions for th…
Sociology (27 works) · Gender Studies (16 works) · Pedagogy (15 works) · Political science (15 works) · Aotearoa (13 works) · Indigenous (12 works) · Children's Rights and Participation (11 works) · Law (11 works) · Psychology (11 works) · History (10 works)