Upholding Children's Rights to Bicultural ECE Curriculum: A Developmental Work Research Study into Teachers' Professional Learning
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| Title: | Upholding Children's Rights to Bicultural ECE Curriculum: A Developmental Work Research Study into Teachers' Professional Learning |
|---|---|
| Language: | English |
| Authors: | Roberta Carvalho, Alexandra C. Gunn |
| Source: | New Zealand Journal of Teachers' Work. 2025 22(2):191-205. |
| Availability: | New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Early Childhood Education |
| Descriptors: | Early Childhood Education, Childrens Rights, Faculty Development, Citizenship, Biculturalism, Multicultural Education, Foreign Countries, Educational Policy, Curriculum Development, Models |
| Geographic Terms: | New Zealand |
| ISSN: | 1176-6662 |
| Abstract: | The upholding of children's rights to develop their identity as citizens in a bicultural country is contingent with teachers' capacity to co-construct bicultural curriculum with children and whanau in ECE. Te Whariki provides a framework around which teachers can work with whanau and children to localise teaching and learning experiences. In doing so, they are able to promote conditions for teaching and learning where the unique matauraka and reo of mana whenua may thrive and a context within which children's languages, identities and cultures are supported to flourish. But, how do teachers hold themselves to account and build their collective knowledge and practice to lead teaching and learning in this way? This study investigates how kaiako used a structured professional learning framework (DWR) to intentionally uphold children's rights to bicultural curriculum, as outlined in Te Whariki and international rights conventions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491705 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEiMWg6c_Go7p63sSQ5qoBYAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDCVww4weQDRlWz5oLwIBEICBmqNkRCpyjmNXke402kzC0GiZFMKeRXwJbvf3fZJdgtK65ajzuD5L2DFpnKFOVyYmJnzxIOHr-Ux7pdfb63jxzVoHmSbmxnQaLSnKnwvABWj-Jy74pQWTZe3Kff2S0SM3ywCzMP9nGfgkyJQq6qM8VFQVbQzYXoKxQld3Wi-MjM26KLY4RU2ki1GUKivEIkPJ8O4VSK6HcJ_l0NY= Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1491705 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1491705 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Upholding Children's Rights to Bicultural ECE Curriculum: A Developmental Work Research Study into Teachers' Professional Learning – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Roberta+Carvalho%22">Roberta Carvalho</searchLink><br /><searchLink fieldCode="AR" term="%22Alexandra+C%2E+Gunn%22">Alexandra C. Gunn</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22New+Zealand+Journal+of+Teachers'+Work%22"><i>New Zealand Journal of Teachers' Work</i></searchLink>. 2025 22(2):191-205. – Name: Avail Label: Availability Group: Avail Data: New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 15 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Rights%22">Childrens Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Citizenship%22">Citizenship</searchLink><br /><searchLink fieldCode="DE" term="%22Biculturalism%22">Biculturalism</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1176-6662 – Name: Abstract Label: Abstract Group: Ab Data: The upholding of children's rights to develop their identity as citizens in a bicultural country is contingent with teachers' capacity to co-construct bicultural curriculum with children and whanau in ECE. Te Whariki provides a framework around which teachers can work with whanau and children to localise teaching and learning experiences. In doing so, they are able to promote conditions for teaching and learning where the unique matauraka and reo of mana whenua may thrive and a context within which children's languages, identities and cultures are supported to flourish. But, how do teachers hold themselves to account and build their collective knowledge and practice to lead teaching and learning in this way? This study investigates how kaiako used a structured professional learning framework (DWR) to intentionally uphold children's rights to bicultural curriculum, as outlined in Te Whariki and international rights conventions. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1491705 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1491705 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 191 Subjects: – SubjectFull: Early Childhood Education Type: general – SubjectFull: Childrens Rights Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Citizenship Type: general – SubjectFull: Biculturalism Type: general – SubjectFull: Multicultural Education Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Educational Policy Type: general – SubjectFull: Curriculum Development Type: general – SubjectFull: Models Type: general – SubjectFull: New Zealand Type: general Titles: – TitleFull: Upholding Children's Rights to Bicultural ECE Curriculum: A Developmental Work Research Study into Teachers' Professional Learning Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Roberta Carvalho – PersonEntity: Name: NameFull: Alexandra C. Gunn IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1176-6662 Numbering: – Type: volume Value: 22 – Type: issue Value: 2 Titles: – TitleFull: New Zealand Journal of Teachers' Work Type: main |
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