Moral philosophy, Te Whāriki and gender

Bibliographic Data

ID8857595
AuthorsAndrea Delaune (0000-0002-3325-5128, University of Canterbury, corresponding author)
Year2018
Volume51
Issue7
Pages721-730
Publication date2018-04-26
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2018.1461085
OpenAlexW2801231677
LanguageEN
References cited26

Early childhood practice in Aotearoa New Zealand is guided by Te Whāriki, a curriculum which is rich in moral concepts. While there are opportunities for early childhood educators in Aotearoa New Zealand to reflect upon moral concepts in their educational settings, it is the position of this paper that critical engagement with these concepts is hindered by two major factors: lack of exposition on the moral concepts maintained within the English version of the early childhood curriculum document, and a historical gendered divide between theory and practice in early childhood education Aotearoa New Zealand. To address these concerns, the author draws from the philosophical writings of Iris Murdoch with particular focus upon her concept of attention. The theoretical plurality in Te Whāriki and the maternal image of the early childhood teacher are discussed. The author articulates the opportunities offered by Murdoch’s vision to view the curriculum and the early childhood teacher anew

Aotearoa · Curriculum · Developmental psychology · Early childhood · Early childhood education · Epistemology · Exposition (narrative · Higher education · Pedagogy · Philosophy of education · Political science · Sociology · Education and Critical Thinking Development · Gender Studies · Law · Philosophy · Psychology · Religious Education and Schools · Values and Moral Education

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