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The Treaty of Waitangi Video

Waitangi - What Really Happened: Part 1

Keywords : Tiriti o Waitangi educationanti-racism; social justiceclimate crisis. This paper offers a brief personal reflection on some leadership related observations from work as an early childhood teacher educator over the past thirty years. Te Tiriti o Waitangi education is a specific area that has previously not been sufficiently prioritised and has only comparatively recently been affirmed in government policy as a key focus of education henceforth.

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Some hopeful recent policy initiatives are acknowledged. It finishes with recognition of the current climate emergency and the need for urgent educational leadership required in response.

Back To Abstract. It could be argued that the early childhood care and education sector has led the way in recognising the foundational and ongoing significance of Te Tiriti o Waitangi. It is likely that many personal leadership stories The Treaty of Waitangi those leaders who have previously served as mentors, sharing wisdom and providing inspiration. Later after a period of kindergarten teaching, whilst working as a Parentline counsellor I completed a Master of Counselling degree, writing my dissertation on the work Project Waitangi colleagues and I had read article doing in the area of Te Tiriti o Waitangi and anti-racism education. I have continued to work in this area of Te Tiriti o Waitangi education, often working with my colleague Associate Professor Sandy Morrison Thf the University of Waikato in this regard.

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The era of the early s marked the transition from two-year kindergarten The Treaty of Waitangi to new three-year early childhood care and education qualifications which applied to click in both childcare and kindergarten services and recognised that all these services for young children from birth to school-age necessarily provided both care and education. I arrived back from protesting at Waitangi about the lack of government recognition of treaty breaches and jumped straight into my new role as a lecturer in early childhood care and education. As a young lecturer at the University of Waikato I was fortunate to have been guided by Teeaty visionary leaders of our early childhood teacher education programme: Jill Mitchell, Helen May and Margaret Carr. All three were committed to including a The Treaty of Waitangi focus on the implications of Te Tiriti o Waitangi in our programme, at a time when such matters were generally not well understood.

I was immediately tasked with designing several new courses for the brand-new three-year programme and felt completely out of my depth. In our early childhood teacher education programme at ot University of Waikato, ensuring that our students received a two-day long Tiriti o Waitangi and anti-racism workshop prior to beginning their early childhood teacher education programme was an important consideration.

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Learning about pre-treaty, Te Tiriti, and post-treaty history including the history of colonisation, treaty breaches and the impacts of racism along with exploring cultural identities established a foundation from which they could recognise their ongoing obligations as teachers in relation to Te Tiriti o Waitangi commitments Ritchie, Carrying forward these initial understandings, expanding them further during their university studies and applying them in teaching practice enables a deeper integrity than is often seen in superficial references to the oft-cited The Treaty of Waitangi of partnership, protection and participation Royal The Treaty of Waitangi on Social Policy, The ongoing traction of this over-simplification of Te Tiriti o Waitangi obligations can perhaps be explained in that it makes go here unfortunately limited understanding of the treaty accessible.

Such expectations as well as requests not to do so can be somewhat daunting to young teacher education students and beginning teachers. A leadership-related learning here is that it is important to validate and support the leadership contributions of those who are younger or lower on professional hierarchies, rather than viewing them merely as leaders-in-waiting.]