Kia tū taiea : honorer les liens

L’histoire de la colonisation, à laquelle se sont superposées des tendances modernistes et, plus récemment, néolibérales, a eu un grave impact sur les communautés maories en Nouvelle-Zélande. La confiance a disparu de la relation entre colonisé et colonisateur, et de nombreux Maoris sont aux prises avec les conséquences toujours actives de la colonisation : perte des langues, des savoirs et pratiques relatifs à la guérison, au spirituel, à l’éducation des enfants et à l’éducation de façon générale. Cet article examine les réponses qui ont été apportées à ces pertes, autant du point de vue de la conception maorie de l’éducation de la petite enfance, en immersion, afin de maintenir son autorité propre, que de celui de la majorité blanche dominante. Il met en évidence les tensions qui freinent la capacité des familles et des tribus maories à rétablir leurs langues et leurs pratiques en matière de soin et d’éducation de leurs jeunes enfants.The history of colonization, overlaid with modernist and more recently neoliberal impositions has had a severe impact on Māori communities in Aotearoa New Zealand. The relationship between colonized and colonizer has lost trust, and many Māori struggle with the ongoing impacts of colonization. These impacts include the loss of languages, traditional healing and spiritual knowledges and practices, and specific practices pertaining to child-rearing and education. This paper addresses the responses to such losses, from the perspectives of both Māori immersion early childhood education, which has aimed to maintain its own authority (tino rangatiratanga), as well as the wider “white-stream” sector. It highlights the tensions that impinge on the capacity of Māori families and tribes as they seek to restore their languages and practices in relation to the care and education of their young children.La historia de la colonización, a la que se han superpuesto unas tendencias modernistas y, más recientemente, neoliberales, tuvo un grave impacto sobre los comunidades maoríes en Nueva-Zelanda. Ha desaparecido la confianza en la relación entre colonizado y colonizador, y numerosos son los Maoríes que tienen que enfrentarse con las consecuencias siempre activas de la colonización: pérdida de las lenguas, de los saberes y prácticas relativas a la cura, a lo espiritual, a la educación de los niños y a la educación de manera general. Este artículo examina las respuestas dadas a estas pérdidas, tanto desde el punto de vista de la concepción maorí de la educación de la pequeña infancia, en inmersión, para mantener su propia autoridad, como desde el punto de vista de la mayoría blanca dominante. Evidencia las tensiones que frenan la capacidad de las familias y de las tribus maoríes de restablecer sus lenguas y sus prácticas en material de cura y de educación de sus niños

Kia mate rā anō a Tama-nui-te-rā: reversing language shift in Kōhanga reo

This thesis focuses on reversing language shift (RLS) efforts via the revernacularisation of te reo Māori (the Māori language) in Te Amokura Kōhanga Reo (Māori language nest). J. Fishman’s (2001a) graded intergenerational disruption scale (GIDS), and M. Durie’s (2001, 2003) discussions on Māori educational advancement provide conceptual frameworks for the meaning-making, cultural and symbolic relationships of language to culture and identity (Fishman, 1996). This qualitative case study involves three young children and their families who are committed to the intergenerational transmission of te reo Māori, the threatened indigenous heritage language of Aotearoa/New Zealand. Observational data was analysed illustrating these bilingual, biliterate, bicultural, bicognitive and bilateral children and their use of sophisticated language for increasingly complex purposes. This study identifies how children’s learning dispositions for shared reference with adults (who are active listeners and thoughtful speakers in meaningful activities [Carr, M., 2000, 2001]) are part of the deep structure of a unique cultural context successfully supporting language revernacularisation. In addition the study develops critical insights into how RLS can be viewed as the linguistic arm for furthering Māori aspirations of tino rangatiratanga (Bishop, R., 1997a; Bishop R., & Glynn, T., 1999) and has further implications for language planning, pedagogy and praxis in Kōhanga Reo

Te Rangatiratanga o te Reo: Sovereignty in Indigenous Languages

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Neoliberalism and Discourses of ‘Quality’ in Early Childhood Care and Education in Aotearoa New Zealand

In order to proceed to unveil the impact of neoliberal policies on early childhood care and education in Aotearoa New Zealand, we have considered it preliminarily necessary to investigate our historicity, identifying the whakapapa/geneology of the discursive power effects underpinning relationships between the Indigenous Māori and the colonisers of Aotearoa. This article firstly demonstrates the use of critical historical discourse analysis as a form of counter-colonial resistance, backgrounding discourses prevalent in Aotearoa since colonisation, that now underpin the current context in which the neoliberal enterprise impinges on our lives. This is followed by an uncovering of the multiple and conflicting lines of flight arising in the process of implementation of the “bicultural” national early childhood care and education curriculum, Te Whāriki , in the 15 years since it was promulgated, with a particular focus on the ways in which neo-liberalism has reconfigured the early childhood landscape. The past 25 years have seen a resurgence of Māori voice within the education sector and elsewhere in Aotearoa. The article also focuses on how our research methodology builds on ways in which Māori have transgressed striated spaces, reclaiming their positioning as indigenous partners alongside the descendents of the colonisers, creating smooth spaces in which to reassert their desires, ways of being, and knowing

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 document of our nation, Te Tiriti o Waitangi/The Treaty of Waitangi, and the New Zealand early childhood curriculum, Te Whāriki. These documents are unusual both within our country, and internationally, in that they offer a framework for bi-epistemological approaches to both education and social organisation more widely. Revisiting these documents in the context of uncovering the subtle racism that underpins assumptions of white superiority provides a platform for countercolonial, ethical reenvisioning of our educational becomings

Early childhood education and care for Indigenous children and their families from colonised nations : working towards culturally meaningful service provision

The United Nations Convention on the rights of the child (UNCRC) (1989) has been instrumental in bringing attention to the importance of addressing the inequities experienced by Indigenous children who live in their ancestors’ countries that were colonised and are now dominated by the cultures, values and political systems of the colonisers. Articles 29 and 30 of the UNCRC call for respect for an Indigenous child’s cultural identity, languages and values, including in the curriculum and practices of education settings. The UN Declaration on the Rights of Indigenous Peoples (UNDRIP) (2007) further reinforces this message, with Article 14 outlining the right of Indigenous people to establish and control their own education systems appropriate to their cultural methods of teaching and learning, and Article 15 stressing their right to the dignity and diversity of their cultures, traditions and histories. This chapter explores the ways in which these messages have been understood and have formed the basis for advocacy and change within the field of early childhood

Confiance, éducation et autorité

Pas d’éducation sans autorité ni sans confiance. Et pourtant, il semble qu’il soit devenu urgent, partout dans le monde, de rappeler cette évidence, voire d’interroger ces notions faussement limpides. Nourri d’études inédites et d’approches diverses, ce numéro 72 de la Revue internationale d’éducation de Sèvres se propose d’observer la place et les formes de la confiance dans dix pays aux contextes très variés : Angleterre, Bénin, Brésil, Cambodge, Chili, Djibouti, Finlande, France, Nouvelle-Zélande, Portugal. À quoi tient la confiance dans les classes, dans les établissements et au sein des systèmes éducatifs ? Comment la mesurer et à quelles conditions la soutenir, quand crise de l’éducation et crise de la confiance semblent aller de pair ? Posant des diagnostics, définissant des concepts opératoires, les auteurs montrent à quel point le champ pédagogique n’est pas indépendant du social, du politique et de ses événements. Ils s’engagent pour formuler des propositions originales. C’est une philosophie concrète de la confiance qui est proposée ici, en tant que condition de la démocratie et mode d’action pour une éducation de qualité. There can be no education without authority or trust. And yet, across the world, it seems that there is an urgent need to reiterate this obvious fact, and indeed to examine these falsely clear notions. What forms the basis of trust in classrooms, schools and education systems? How can it be measured, and on what conditions should it be supported when the education crisis and the crisis of trust seem to go hand in hand? Enriched by original studies and diverse approaches, Issue 72 of the Revue internationale d’éducation de Sèvres seeks to observe the place and forms of trust in ten countries with very varied contexts: England, Benin, Brazil, Cambodia, Chile, Dijbouti, Finland, France, New Zealand, and Portugal. Producing diagnoses, defining operational concepts and formulating original suggestions, the authors show the extent to which the teaching sector is not independent from the social and political sphere and its events. What this issue offers is a concrete philosophy of trust as a condition of democracy and a mode of action for high-quality education. No hay educación posible sin autoridad ni confianza. Y, sin embargo, parece que se ha vuelto urgente recordar, en los cuatro rincones del planeta, esta evidencia, e incluso interrogar estas nociones falsamente límpidas. ¿De qué depende la confianza en las aulas, en los establecimientos y en los sistemas educativos? ¿Cómo medirla y bajo qué condiciones sostenerla cuando crisis de la educación y crisis de confianza parecen ir juntas? Alimento por estudios inéditos y aproximaciones diversas, este número 72 de la Revista internacional de educación de Sèvres se propone observar el lugar y las formas de la confianza en diez países con contextos muy variados : Inglaterra, Benin, Brasil, Camboya, Chile, Yibuti, Finlandia, Francia, Nueva-Zelanda, Portugal. Formulando diagnósticos, definiendo conceptos operativos, los autores muestran hasta qué punto el campo pedagógico no es independiente del social, del político y de sus acontecimientos. Se comprometen para proponer unas propuestas originales. Es una filosofía concreta de la confianza que se expone aquícomo condición de la democracia y modo de acción para una educación de calidad