Creating spaces of empathy in the face of regimes of control

Bibliographic Data

ID13005683
AuthorsJonathan Ritchie (0000-0003-2934-6358, Victoria University of Wellington, corresponding author)
Year2016
Volume6
Issue1
Pages113-122
Publication date2016-01-29
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueGlobal Studies of Childhood (JOURNAL)
Journal identifiersISSN: 2043-6106 • E-ISSN: 2043-6106
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/2043610615627928
OpenAlexW2311806168
LanguageEN
Citations received3
References cited16

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, and contradict the philosophy of the relationally based New Zealand early childhood curriculum, Te Whāriki

Aotearoa · Colonisation · Context (archaeology · Curriculum · Developmental psychology · Early childhood · Early childhood education · Empathy · Face (sociological concept · Pedagogy · Social science · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Gender Studies · History · Psychology · Social Psychology · Youth Education and Societal Dynamics

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