Friday, April 22, 2016

Leading for social justice in education. Charlotte Robertson and Nola Harvey, Are you listening now?

Presented form an ECE point of view. Confirmed my views and supported the belief re the importance of all resources meeting the needs of our learners .

Are YOU listening now?

Mā te rongo, ka mōhio;
Mā te mōhio, ka mārama;
Mā te mārama, ka mātau;
Mā te mātau, ka ora.
Through resonance comes awareness ;

through awareness comes understanding; through understanding comes knowledge;
through knowledge comes life and well-being.

Equity literacy (Gorski, 2014)
Equity literate educators believe that every [child] has an inalienable right to equitable educational opportunity.
Equity literacy is about inclusion.

United Nations Convention on the Rights of the Child
Rights are indivisible and interdependent;
Based on 4 principles: Non discrimination Best interests Survival Participation and Respect for others rights
i.e. Provision, Participation,
Protection and Place.

United Nations Convention on the Rights of the Child (UNCRC) We have this book in all teachers book boxes. Remind teachers  ..
For Each and Every Child: He Taonga Tonu te Tamariki?

Effective participation (Lundy, 2007)
Opportunity to express a view
Facilitated to express a view
Voice
Space
Audience
Influence
The view must be listened to
The view must be acted upon as appropriate
NZEALS Dunedin 20-22 April 2016
Time for listening to give space for children to talk
  • What children’s questions do you hesitate or find hard to respond to?
  • How do you facilitate critical open conversations with children around these topics?
  • What do you do when children reveal often silenced subjects in their writing?

Weaving Silences

Interpreting silence (Lewis, 2010)
  1. Cultural considerations
  2. Ethical considerations
  3. Active non-participation
  4. Scrutiny of/response to power relationships
  5. Silence from the child’s point of view
How are silences reported?
How is silence acknowledged ? Placed?



Who is being included?
Who is being excluded?
What strategies do you use to be inclusive?

Inclusive Practice HES
NZEALS Dunedin 20-22 April 2016
Are you using picture books to open or close conversations?
Selecting texts
Author’s view and voice/discourses/view of the world: Recognise equity issues...
Whose voice, views, experiences of the world are being expressed in this text ?
What images of the child/peers/adults- family health or teaching professionals are being presented?
Whose voices are missing/silenced?

Socially sustainable texts
Are the challenges romanticised patronising or pathologising tone
Are challenges shared and actions taken /resolved?
Are ways to seek support realistic oriented to NZ setting?

Does the child/youth express or gain agency ?
Are adults presented as sustaining social justice ? 

Name calling, even in jest, is one
way to perpetuate racism and sexism.
As we have seen gender is a form of
culture and so we need to recognise
and include the anti bias issues about
gender equity in our everyday
multicultural curriculum, experiences
and activitiesp16
www.cscentral.og.au/Resources/Exploring_Multiculturalism.pdf

Equity literate attributes
  • Ability to Recognise biases and inequities, including subtle biases and inequities
  • Ability to Respond to biases and inequities in the immediate term
  • Ability to Redress biases and inequities in the long term
  • Ability to Create and Sustain a bias-free and equitable learning environment
Actions to take to open conversations at HES
Explore UNCRC Articles 4 & 12
Audit  books /buying to focus on issues

silenced for or by children ( Feelings series)
Books relevant to New Zealand context

OMEP book list www.omepaoteroa.org.nz -
Books about Peace and Social Justice
Books about anti-bias and equity
The internet has many lists available. 
 Discuss with librarians during appraisaL.


Links to Te Whāriki and NZ Curriculum
Some learning outcomes and key competencies: Children develop
Well-being : Belonging:
Contribution: a sense of responsibility for their own well-being and that of other trust that their fears will be taken seriously.
respect for rules about harming others...
the capacity to discuss and negotiate rules, rights and fairness.
an understanding that the early childhood education setting is fair for all.
the ability to disagree and state a conflicting opinion assertively and appropriately.
an understanding of their own rights and those of others.
the ability to recognise discriminatory behaviour and practices and

respond appropriately
some early concepts of appreciating the value of diversity and fairness. the self confidence to stand up for themselves and others against biased ideas and discriminatory behaviour.
positive judgments on their own gender and the opposite gender.... ethnicity....children who are different from themselves.
Respect for children leads to  equity and social justice
Listening is not easy. It requires deep awareness and at the same time a suspension of our judgements and above all our prejudices; it requires openness to change. it demands that we have clearly in mind the value of the unknown and that we are ale to overcome the sense of emptiness and precariousness that we experience whenever our certainties are questioned.Rinaldi,C. (2006)

E tu kahikatea Stand like the kahikatea
 Hei whakapae ururoa To brave the storms
Awhi mai awhi atu Embrace one another 

Tatou tatou e We are all one together
NZEALS Dunedin 20-22 April 2016
Are you listening now? Bibliography
Copenhaver-Johnson, J. (2006). The Importance of Inviting Difficult Conversations: Talking to Children about Race. Childhood Education 83 (1), 12-22.
Gibbons, J. (2010). Exploring Maori knowledge paradigms using picture books. Paper presented at LIANZA, 19102010 Centennial Conference At the edge :Te Matakāheru . Dunedin 28 November –1 December. Retrieved from http://researcharchive.wintec.ac.nz/888/1/MMpbart.pdf
Gordon-Burns, D., Gunn, A. C., Purdue, K., & Surtees, N. (Eds.). (2012). Te Aotearoa Tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. Wellington, NZ: NZCER Press.
Gorski, P. (2014). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. New York: Teachers College Press.
Gunn, A. C., & de Vocht van Alphen, L. (2011). Seeking social justice and equity through narrative assessment in early childhood education. International Journal of Equity & Innovation in Early Childhood, 9(1), 31-43.
NZEALS Dunedin 20-22 April 2016
Gunn, A. C. (2011). Even if you say it three ways, it still doesn’t mean it’s true: The pervasiveness of heteronormativity in early childhood education. Journal of Early Childhood Research, 9(3), 280-290. doi: 10.1177/1476718X11398567 Interview with Alex Gunn http://www.otago.ac.nz/press/news/otago427401.html
Hadaway, N., & Young, T. (2014). Preserving languages in the new millennium: Indigenous bilingual children’ s books. Childhood Education September/October 2014, 358-364
Harvey N.E. with Htwe Htwe Myint. (2014). Our language is like food: Can we feed on our home languages to thrive, belong and achieve in early childhood education and care? Australasian Journal of Early Childhood (AJEC) 39(2) 42-50.
Harvey, N.E. (2013). Principled practices: Respect and reciprocity through a linguistically responsive pedagogy. Early Childhood Folio 17(1), 19-23. New Zealand Council of Educational Research.
Jesson, R. N., Annan, J., McNaughton, S., & Snedden, P. (2014). Manaiakalani: Tackling the educational challenge of poverty through innovation and collaboration. In V. Carpenter, S. Osborne (Eds.) Twelve thousand hours: Education and Poverty in Aotearoa New Zealand (pp. 253-259). Auckland: Dunmore Publishing.
NZEALS Dunedin 20-22 April 2016
Lee, D., & Carpenter, V. M. (2014). "What would you like me to do? Lie to you?" Teacher education responsibilities to LGBTI students. Asia-Pacific Journal of Teacher Education.
Lewis, A. (2010). Silence in the context of ‘child voice’. Children & Society (24), 1, 1423.
Lundy, L. (2007). Voice' is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child . British Educational Research Journal 33 (6), 927- 942.
Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Wellington, New Zealand: Learning Media.
Mankiw, S. & Strasser , J. (2013). Tender topics: Exploring sensitive issues with Pre-K- through to First grade children through read-alouds. Young Children, March 2013 http://www.naeyc.org/yc/84-89 (Book list additional page)
Nodelman, P.(2005). Decoding the images: How picture books work
In P. Hunt (Ed.),
Understanding picture books: Key essays from the second edition of

the ‘International companion encyclopedia of children’s literature ‘ (2nd ed.) (pp.128139). New York : Routledge.
NZEALS Dunedin 20-22 April 2016
Rau, C., & Ritchie, J. (2014).Ki te whai ao, ki te ao marama: Early childhood understandings in pursuit of social, cultural, and ecological Justice. In M. N. Bloch, B. B. Swadener & G. S. Cannella (Eds.), Reconceptualizing early childhood care and education. Critical questions, new imaginaries and social activism: A reader (pp. 109-130). New York: Peter Lang.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. London and New York: Routledge. 65
Ritchie, J., Morrison, S., Vaioleti, T.,& Ritchie, T. W. (2013). Transgressing boundaries of private and public: Intercultural funerals. Studies in symbolic interaction, 40, 95-126.
Rochow, K.(2011). Picturing difference: An investigation of Maori women’s characters in New Zealand picture books. Master’s of Social Science, Uppsala University. Retrieved from http://www.grin.com/en/e-book/205579/picturing-difference-an-investigation-of- maori-women-s-characters-in-new
Smith, A. B. (2016). Children's rights: Towards social justice. New York: Momentum Press, 194p.
NZEALS Dunedin 20-22 April 2016
Smith, A. B. (Ed.). (2015). Enhancing children's rights: Connecting research, policy and practice. Basingstoke, UK: Palgrave Macmillan, 349p.
Stoltz, D. & Czarnecki, E., & Kahn, B.(2013). Tender topics: Picture books about childhood challenges. USA : Huron Street Press imprint of American Library Association.
Taylor, N., & Smith, A. B. (2015). Thinking about children: How does it influence policy and practice? In J. Wyn & H. Cahill (Eds.), Handbook of children and youth studies. (pp. 49-62). Singapore: Springer. doi: 10.1007/978-981-4451-15-4_53
Te One, S. (2008). Perceptions of children’s rights in three early childhood settings. PhD Ed. thesis Wellington: Victoria University of Wellington
Tesar, M. (2012. Preschool, school bag and church: Complexities of Samoan picture books. Pacific-Asian Education, 24(2), 4556 Retrieved from http://programs.crdg.hawaii.edu/pcc/PAE_24__2__final_12.pdf
NZEALS Dunedin 20-22 April 2016

UNICEF. New Zealand. (2011). For Each and Every Child / He Taonga Tonu te Tamariki . Wellington: UNICEF (United Nations International Children’s Emergency Fund).
UNICEF New Zealand. (United Nations International Children’s Emergency Fund).(2015). He whakarāpopotonga i ngā kupu tohu a Te Kotahitanga o Ngā Iwi o Te Ao mō Ngā Mana o te Tamaiti:A summary of the articles of the United Nation's Convention on the Rights of the Child. Retrieved from 

How high-need school leaders can become agents of hope for students.

Professor Bruce Barnett
Bruce Barnett is a Professor in the Educational Leadership and Policy Studies Department at the University of Texas at San Antonio. Bruce's work appears in numerous books, book chapters, and journals. His professional interests include educational leadership preparation programs, mentoring and coaching, reflective practice, and beginning principals and assistant principals.
He is involved in international research and program development, co-authoring books, researching mentoring and coaching programs, and presenting workshops in different countries, including Australia, New Zealand, England, Hong Kong, Ireland, and Canada. He co-coordinates the International School Leadership Development Network, a collaboration of colleagues around the world examining leadership for social justice and in high-need schools in different cultural contexts.
How high-need school leaders can become agents of hope for students.
Kolb??
Movie Grand Canyon
Good leaders help  kids find hope.
Hope theory is a guide for action .
Hopelessness

Desmond Tutu quote 
Hope is a basic human need
Motivational state 
Hope theory
Growth mindset.
 Insert photos

Punching above its weight: A Chilean case study of one school's fight against adversity.

 
Prof Simon Clarke
Punching above its weight: A Chilean case study of one school's fight against adversity.6 Stanzas 
 Context Gronn & Ribbons quote photo

Schools facing 
Qote re challenges and influences
Photo

 Macro
micro
Background
 Narrative accounts 

 Context needs to be taken seriously gives leadership its meaning?
Describe things as they are.

Dr Jeanette Clarkin-Phillips Transforming a kindergarten’s social, material and cultural capital: “to make the world a better place”.

Dr Jeanette Clarkin-Phillips Transforming a kindergarten’s social, material and cultural capital: “to make the world a better place."
 I did not attend this workshop however Gaylene DP did and was inspired by it in regard to HES. We believe we make a great deal of effort with our parents/caregivers and whanau .. and now we are pushing ourselves to do this even better.
 eg  Met with Refuge coordinator.  
 Pasifika meetings attended.
 Gradually working alongside new young mothers with numerous pre-schoolers. 
Doctoral thesis which explored the affordance networks of families involved with a kindergarten in a ‘vulnerable’ community in Aotearoa New Zealand
Research questions
What has shaped the transformation of the kindergarten as a mesosystem

in the field of early childhood education?
How did this history construct affordances for families and what encouraged the families to recognise and take up these opportunities?
How might the constructs of habitus and affordance assist our understanding of families’ abilities to take up these opportunities?
What implications are there for policies that construct ‘vulnerable’ communities?
TE KURA TOI TANGATA FACULTY OF EDUCATION
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Methodology and theoretical framing
Case study of kindergarten 2005-2014
Bourdieu’s logic of practice [(habitus)(capital) + field + practice
Bronfenbrenner’s ecological systems model: macro, exo, meso and microsystems
These two theorists enabled me to understand how things had come to be: historically and currently.

Affordances. (Barab & Roth, 2006; Gee, 2008; Gibson,1979) Affordance theory assisted in making sense of what and how had provided families with opprtunities to realise their aspirations
TE KURA TOI TANGATA FACULTY OF EDUCATION
waikato.ac.nz/education WHERE THE WORLD IS GOING
Definitions
Habitus: “Durable, transposable dispostions, structured structures predisposed to act as structuring structures” (Bourdieu, 1972/1977, p.72)
Ecological systems model: Ecological nature of human development as a set of five nested structures to illustrate and analyse the inseparability of individual and environment.
Affordances: the objects or features of an environment that might be recognised and appropriated by an individual to achieve certain goals (Gee, 2008)
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Participants and Data collection methods
Participants General Manager of kindergarten association
Head teacher and two teachers Seven family participants Kindergarten Kaimahi
Data gathering Semi-structured interviews with participants
Field observations Document analysis
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The kindergarten in 2003-4: An ecology of the odds
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Mandy’s impressions and decisions.
Well I think that there was a general sense of hopelessness about the place and we couldn’t pin-point exactly why. It was a depressed area, people’s attitudes, previous managers’ attitudes to the area was actually that it was more of a hindrance than a help to have the kindergarten. Attendance was really low and it was bleeding financially from every orifice. It had been identified by the previous two general managers as being a kindergarten that was likely to close and that was the opinion of the staff at the time as well they were just waiting around for it to close, to get redundancy, anyway. (Mandy, the General Manager of Kindergarten Association)
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The kindergarten in 2014: An ecology of affordances
TE KURA TOI TANGATA FACULTY OF EDUCATION
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The Parent Support and Development initiative
2005: A cross-sectorial early intervention programme for vulnerable children and their families.
The main aim of the programme was to “ensure all vulnerable children receive the best support they need from before birth to their transition to school to provide them with the best possible start in life and enable them to maximise their potential” (Office of the Minister for Social Development and Employment, 2004, p. 4).
The four key elements to the programme included improving health, education, and parent support services for vulnerable children and their families through building on existing universal and targeted services as well as improved coordinating, identifying and needs assessing by different agencies.
The kindergarten was one of eight early childhood centres in the pilot project 2006- 2009
TE KURA TOI TANGATA FACULTY OF EDUCATION
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My interpretations
The habitus and values of leadership: a commitment to social justice and being true to the values of the organisation provided a vehicle for supporting a failing kindergarten rather than follow the practices of capitalist ideology of closing the loss-making components of an organisation.
Mandy’s habitus: The collective practices, beliefs and values constitutive of the working class environment, which Mandy grew up in, helped structure her habitus.
Caryll’s habitus: The stories recounted by her parents about their early lives and upbringing gave Caryll an appreciation for the impact of circumstances on successive generations and that not everyone had the same opportunities. Caryll felt her early experiences had a significant bearing on the structuring of her values and beliefs.
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Disrupting the vulnerability discourse
We want to move away from the risks and results of social isolation and
towards quality early childhood education provision that forms the core of a
multitude of services that enhances the parenting, social and work skills of all
families in that wider community.
(Wellington Region Free Kindergarten Association, December, 2005, p. 2)
Well I don’t think that this community is any more vulnerable than any other community in any other place in New Zealand because everybody can be vulnerable at different stages of their lives so if you’re talking about decile ratings or you wanted to classify people, then I think that vulnerable is the wrong word to use. To me it’s not a term that I think that fits with this community in Taitoko. Because actually the longer you’re here, and the more you get to know the people, there is a very strong community feeling in this area. And everyone brings what they can (Caryll)
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Affordances
Significant parent and community involvement.
  • Parent committees
  • Opportunities for employment in the kindergarten setting: administrator, ESW, Kaimahi,
    cook, field-based students Coffee/playgroup
    Involving other services to support aspirations Teachers as mesosystem agents.
    Strong, trusting relationships.
    Culturally responsive and sensitive staff. Qualified, professional staff.

    Flexible, adaptable approach.
TE KURA TOI TANGATA FACULTY OF EDUCATION
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Kirstie
Kirstie grew up in Levin, not knowing her father, coping with a mother addicted to gambling, an absent stepfather and having to assume responsibility for her younger sister. When her mother died, Kirstie, then aged 15 years, left school without completing any formal qualifications and found a job at the local fast food outlet. Kirstie had her first child when she was 21 after being in a relationship for a short time. This relationship lasted less than 6 months. In the majority of western countries and Aotearoa New Zealand, in particular, Kirstie would be seen to have the odds stacked against her. She recognised few career opportunities and held few parenting skills. However, despite these ‘odds’, two decades later she is a mother of six children in a long-term relationship, a respected and active member of her community, and has completed a Bachelor of Teaching Early Childhood. Kirstie has to all intents and purposes defied the odds and been able to realise a different life for herself and her children.
TE KURA TOI TANGATA FACULTY OF EDUCATION
waikato.ac.nz/education WHERE THE WORLD IS GOING
Level 1. Recognising an affordance
I guess I didn’t know about kindergarten even though I was aware of it being down the road and I never went to kindergarten as a pre-schooler, [my] kids had always been in daycare fulltime because I had worked about 60 hours a week. (Kirstie, Interview 1).
TE KURA TOI TANGATA FACULTY OF EDUCATION
waikato.ac.nz/education WHERE THE WORLD IS GOING
Level 2. A new field: Encountering different perspectives and developing sets of capacities for action
I just became part of the kindergarten, literally, when I would go in the mornings to drop my kids off I wouldn’t go home I just stayed there and I just hung out, kind of learnt things [about being a parent], met people, and was just supported by Caryll. Being at kindergarten helped me to be confident, getting involved in the kids education, like knowing it was ok to ask questions. (Kirstie,Interview 2)
TE KURA TOI TANGATA FACULTY OF EDUCATION
waikato.ac.nz/education WHERE THE WORLD IS GOING
Level 3. Increasing affordance networks over time
There was a chairperson at the time, of the committee, I think that her child may have gone off to school and there was nobody [to take on the job]. Caryll said “you could do this” and I told her “oh, if you help me” cos I didn’t know what it entailed or anything about it all. I think it gave me a lot of confidence [being on the committee], I was never a really confident type of person and it was being part of the kindergarten and what evolved from that that helped me to be confident. (Kirstie, Interview 1).
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Level 4. Replicating affordances
Share what we’ve experienced and let other people feel that. Like they [people in the community] used to say that we’re ‘the hood’ but now you get people from this side of town [referring to other side of railway tracks from the kindergarten] wanting to enrol at our kindergarten and we’ve got waiting lists because like they see this, they see us, they see other people come through our kindy and experience the things that we’ve been able to experience. (Kirstie, Interview 1).
It’s amazing now that I’ve moved on and M who was a mum at the kindergarten, she’s taken it on [making the lunches at the kindergarten even though her child had started school] and I really love that it’s still going other parents are taking over. (Kirstie, Interview 2).
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Kirstie’s affordance network
Level 1 Recognising the afordance
Level 2
Minimal Knowledge of kindergarten. Used‘daycare’ for child-minding
while she worked
Caryll suggested she bring her son to
kindergartenafter
seeing him playing on sigde of road
Startedvisitin
kindergarten then children
enroledtoatend
Began
atending cofe/play group
Asked by Caryll to be chairperson of Kindergarten
Becomes an
integral part
of decision-making

‘Hangs out’ regularly at kindergarten.Learnt things, met people & learnt it was okay to
Encounteringdiferent Commite ofcofe/playgroup asknquestios&getinvolved
perspectives& developingsncapacitie
withchildren’senducatio Used skills Initiatedkindergarten ESW
foractio
Level 3
Became kaimahi then ESW
Used skills to encourage other parents to
be involved
Elected to governance board of local primary school
to fund raise
lunch scheme, employed as chef
Increasingafordancee networksovertim
Commencred tertiay
qualnificatio
Level 4
Repligcatin afordances
TE KURA TOI TANGATA FACULTY OF EDUCATION
Sharing her experiences and ensuring ongoing availabilityofafordances
waikato.ac.nz/education WHERE THE WORLD IS GOING
Carmella
Carmella came to be involved in the kindergarten through a friend who had children attending the kindergarten. Carmella was a young parent who came from a family that had high educational expectations for their children. Carmella left home after completing high school to do a one-year qualification in travel and tourism at a Polytechnic. She then returned home and it was at this time she became pregnant and expectations about education changed for Carmella. Her parents articulated to Carmella that she had stepped outside of the realms of acceptable behaviour therefore she had to ‘suffer the consequences’ and give up all ideas of further education.
TE KURA TOI TANGATA FACULTY OF EDUCATION
waikato.ac.nz/education WHERE THE WORLD IS GOING
Level 1. Recognising an affordance
I had to learn once I became a mother, what early childhood education was all about and I think that was just from peers, yeah, one of my friends. She was going to a kindergarten and I thought ‘what is that?’ I really was so naïve as an adult that I hadn’t any idea. I think as a young mum I thought it was drop off - a baby sitting service no one told you any different really. [Then] I started going with my friend to drop her sons off at kindy. (Carmella, Interview 1).
TE KURA TOI TANGATA FACULTY OF EDUCATION
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Level 2. A new field: Encountering different perspectives and developing sets of capacities for action
I started going along, so I had a little bit of an insight into watching how they [the teachers] worked together and collaborated with each other and I think at that young age I trusted my best friend. I trusted her judgment “if her kids are there, it will be alright”.
Those teachers that I went to drop them off with, I didn’t know them from a bar of soap and that they didn’t live in the community, I thought [this] was strange. I was quite surprised. (Carmella, Interview 1)
TE KURA TOI TANGATA FACULTY OF EDUCATION
waikato.ac.nz/education WHERE THE WORLD IS GOING
Level 3. Increasing affordance networks over time
It was new to me [coming to kindergarten] and it was a bit intimidating and uncomfortable but she [Caryll] had a nice aura about her, she was very nice and approachable, but I think I tried to avoid her for a few times, I thought I don’t know how to deal with this lady, I don’t know what she’s asking of me really but she was nice enough.
[Caryll] asked if I wanted to be on the committee and I felt a bit more confident and comfortable around her and then finally I thought yeah, that’s a good idea [to be the treasurer] and I can stay at the kindy and see my children. (Carmella, Interview 1).
TE KURA TOI TANGATA FACULTY OF EDUCATION
waikato.ac.nz/education WHERE THE WORLD IS GOING
Level 4. Replicating affordances
We were empowering the community and that’s how we all got to know one another and we probably wouldn’t be here today if it wasn’t for those sorts of connections and links and recognising that family is part of community. It inspires me to do that to others and say “hey look you can be a mother and be a teacher and all sorts and be whatever you want to be and it’s ok and we’re here to help you” and that’s why I think we can be a help because we had the support, it was normal, it was natural. (Carmella,Interview 1).
TE KURA TOI TANGATA FACULTY OF EDUCATION
waikato.ac.nz/education WHERE THE WORLD IS GOING
Carmella’s affordance network
No experience of kindergarten.
Raised in cultural framework of extended family. Thought kindergarten was a

‘drop-of’or‘bgabysitin service’
Friend going to
kindergarten&invitedher
perspectives& Carylaskedhertobetreasurer Caryl’sapproachabilityhelped
Level1
Recognising the
afordance
Started going with friend –
hertofelcomfortable
Sugestedacofe/playgroup bestarted
Level2 Encounteringdiferent
trustedfriends’judgement aboutkindergartenasan alright place for her children
developingsncapacitie ofkindergartencommite foractio
Employed as kindergarten Level3 administrator
Increasingafordancee networksovertim
Level4
Repligcatin af fordances

TE KURA TOI TANGATA FACULTY OF EDUCATION
Begins and completes a teacnhingqualificatio
Employed at ECE centre
Commitedtobuilding relatnios hips and empowering others
Appointed as head teacher at ECE centre at new
teen parent unit
waikato.ac.nz/education WHERE THE WORLD IS GOING
Implications for policy and practice.
Teachers as mesosystem agents
Teachers play a significant role in assisting families to recognise affordances and increase the strength of the affordance, broker opportunities and broker support.
Leadership committed to social justice
Transformed the odds for the families.
Policy implications
Policy decisions need to support the provision and replication of the multiple affordances for families and teachers. Systems and processes at state and local level that prioritise capacity building of teacher and family partnerships will enhance the possibilities for changes in teacher beliefs and attitudes and the development of strong affordance networks. Governments committed to resourcing teachers’ on-going professional learning can contribute to a range of opportunities for the exploration of new perspectives and a challenging of ideological beliefs based on deficit theorising.
TE KURA TOI TANGATA FACULTY OF EDUCATION
waikato.ac.nz/education WHERE THE WORLD IS GOING

Another social justice initiative
http://www.wn-kindergarten.org.nz/innovations/ymen.html
TE KURA TOI TANGATA FACULTY OF EDUCATION
waikato.ac.nz/education WHERE THE WORLD IS GOING