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?
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.
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.
• 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.
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?
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)
-
Cultural considerations
-
Ethical considerations
-
Active non-participation
-
Scrutiny of/response to power relationships
-
Silence from the child’s point of view
How is silence acknowledged ? Placed?
Who is being included?
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?
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 ?
•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 activities” p16
www.cscentral.og.au/Resources/Exploring_Multiculturalism.pdf
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 activities” p16
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.
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.
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.
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)
“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
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, 1910–2010 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.
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, 1910–2010 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.
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, 14–23.
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.128– 139). New York : Routledge.
Lewis, A. (2010). Silence in the context of ‘child voice’. Children & Society (24), 1, 14–23.
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.128– 139). 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.
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), 45–56 Retrieved from http://programs.crdg.hawaii.edu/pcc/PAE_24__2__final_12.pdf
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), 45–56 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
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
No comments:
Post a Comment