Bi-Culturalism in ECE.

                                                                

Tena Koutou Katao

Ko Andes Toku Maunga

Kei Aotearoa toku kainja inaia nei

Ko Alquinta Gonzalez toku whanau 

Ko Carlos toku matua

Ko Nelly toku whaea

Ko Vanessa toku ingao.

No reira, tena koutou, tena koutou, tena tatou katoa.

A small introduction about myself:

I borned in the driest desert in the world in a small city named Calama in Chile, South America. Back in my country the education is obligatory from 6 years old for every child, but we also have many different programmes which support the caring of infants and toddlers (0-6 years old) similar to ECE.  My education started when I was six and my mother enrolled me in a kindergarten called "Llamito blanco" (Little white llama). I can remember myself, learning with so many different games, songs, dance and  also painting, drawing. It was just one year in the preschool but full of little adventures.

Nowadays,  as an immigrant and ECE student, being able to teach, play, support, and create a holistic development for children in their firsts years of education is a must. I understand that is not a job that I can  do by myself. It is a partnership between three importants parts starting with the teacher, children and their whanau and in this way create a participation and protection for the children. Partnership and participation imply interactions, commitment honour, faith, respect towards each other and sharing of rights between both parties of the Treaty. ( Te Puni Kokiri, 2001).

Something about Te Tiriti o Waitangi:

0n the 6th of February 1840 was signed Te Tiriti o Waitangi as an agreement that provided to Maori and Pakeha a relationship as citizens of Aotearoa. Te tiriti o Waitangi is inclusive of all immigrants to New Zealand. The intentions expressed in The Treaty have produced positive outcomes to Maori and prove a positive association between Maori and the British Crown. Those working in early childhood education respond to the changing demographic landscape by valuing and supporting the different cultures represented in their settings.(Ministry of education. Te Whariki, 2017).

Something really important to know about Te Tiriti o Waitangi is the three principles ( 3Ps):

-Participation

-Protection

-Partnership

Talking about ECE:

In ECE the harmonious coexistence between different cultures is going a step further because it needs a deep compromise and respect with diverse worldviews that is why the collaboration and communication with the family of the children is so important and builds a relationship of trust, respecting  and acknowledging their culture and as a result of this make a holistic learning for the children. In my point of view is the complete importance to know and value all native cultures of the place we are in. The changing ethnic composition of New Zealand caused by these global migration patterns meant considerable changes in the mainstream education system. (Introduction to the History of New Zealand Education,2009)

Play is one big way to encourage and support children for example with a simple game is possible to use some of the five strands  that Te Whariki brings us, such as Mana tangata where the children can learn through their participation in the game.Pasifika people is the name of trans-culturally diverse people from pacific region how live in New Zealand, but still have cultural connections or family in pacific islands nations and as is known playing in a Pasifika perspective seems pointless or a waste of time, taking away the process of exploring and learning and having fun. Happily today that cycle is changing due to how parents who migrated to Aoteroa have different aspirations to their children so they rather take ECE settings. The history of Pasifika early  childhood education in New Zealand started in 1970, when pasifika women became responsible for the establishment and continued existence of early childhood education centres. The  underlying philosophy was that the child will learn to socialise in the child's first language  managed mostly for local  churches. The active involvement of the church meant importance were deemed crucial to the development and growth of the child.(Introduction to the History of New Zealand Education,2009)

Another topic that’s important to me as a educator is the cultural competencies for teachers of Maori learns, this is five concepts that as a teacher should practice to have a successful process of early education, a brief idea of this is:

Ako: Practice in the classroom and beyond

Whanaungatanga: Relationship (students, school-wide community) with high expectations.

Tangata Whenuatanga: Place-based, socio-cultural awareness and knowledge.

Manaakitanga: Values-integrity, trust, sincerity, equity.

Wananga: Communication, problem solving innovation.

With the use of these five competencies  I am going to be able to have a respectful relationship with parents, whanau, hapu, iwi encouraging and enhancing learner’s success. Also demonstrate integrity towards Maori beliefs, language and culture. Ako in specific describes a relationship between teacher and students but the teacher is learning too, basically a two-way process where both parts can have a reflection.

As a conclusion:

With my ideas of education that I have from my country and all the new knowledge about bi-culturalism that I am learning. I believe that everyone values, respects, protects and takes care of childrens with the support and the partnership with their whanau using all the principles and strands of Te Whariki. I want to be a teacher that is inclusive because I believe and I will practice an equity education.

Thank you for reading me.

Ka kite ano!

Reference:

E.Rata, R. Sullivan (2009) Introduction to the History of New Zealand Education. Chapter 7: Pasikika education: Historical themes (pp 79-81-97)

Ministry of Education (2017) Te Whariki, Early Childhood Education.