Exploring a Tiriti-based superdiversity paradigm within early childhood care and education in Aotearoa New Zealand

Bibliographic Data

ID21718596
AuthorsAngel Chan (0000-0002-9547-0210, The University of Auckland, New Zealand, corresponding author), Jonathan Ritchie (0000-0003-2934-6358, Te Herenga Waka Victoria University of Wellington, New Zealand)
Year2023
Volume24
Issue1
Pages5-19
Publication date2023-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueContemporary Issues in Early Childhood (JOURNAL)
Journal identifiersISSN: 1463-9491 • E-ISSN: 1463-9491
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/1463949120971376
OpenAlexW3098192198
LanguageEN
Citations received2
References cited18

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 Waitangi (Indigenous rights) and Steven Vertovec’s superdiversity approach to examine the implications of representations of the Indigenous Māori and the settler population in early childhood care and education in Aotearoa New Zealand. It further applies Sara Ahmed’s diversity work on a phenomenology of whiteness to scrutinise the New Zealand government’s commitments to supporting its nation’s ‘priority learners’

Aotearoa · Biculturalism · Developmental psychology · Early childhood · Early childhood education · Ethnic group · Geography · Indigenous · Indigenous Education · Pacific islanders · Pedagogy · Sociology · Treaty of Waitangi · Anthropology · Children's Rights and Participation · Early Childhood Education and Development · Gender Studies · Indigenous and Place-Based Education · Psychology

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