Jump to ContentJump to Main Navigation
Show Summary Details
In This Section

Journal of Pedagogy

The Journal of University of Trnava

2 Issues per year


CiteScore 2016: 0.17

Open Access
Online
ISSN
1338-2144
See all formats and pricing
In This Section

Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective

Jenny Ritchie Ph.D.
  • Te Puna Akopai – School of Education, Te Whare Wānanga o te Ūpoko o te Ika - Victoria University of Wellington, PO Box 600, Wellington, 6140, AOTEAROA – NEW ZEALAND
  • Email:
Published Online: 2016-03-05 | DOI: https://doi.org/10.1515/jped-2015-0012

Abstract

Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet’s systems, threatening the survival of not only humans, but of eco-systems and the earth’s biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others.

Keywords: early childhood; anthropocene; pedagogies of place; Māori; New Zealand

References

  • Alberts, P. (2011). Responsibility towards life in the early anthropocene. ANGELAKI. Journal of the theoretical humanities, 16(4), 5-17. [Web of Science]

  • Battiste, M. (2004). Animating sites of postcolonial education: Indigenous knowledge and the humanities. Paper presented at the Annual meeting of the Canadian Society for Studies in Education,, Winnipeg, MB, May.

  • Berkes, F. (2009). Indigenous ways of knowing and the study of environmental change. Journal of the Royal Society of New Zealand, 39(4), 151-156. [Crossref] [Web of Science]

  • Bowers, C. (2008). Why a critical pedagogy of place is an oxymoron. Environmental Education Research, 14(3), 325-335.

  • Calderon, D. (2014). Uncovering settler grammars in curriculum. Educational Studies: A Journal of the American Educat ional Studies Association, 50(4), 313-338.

  • Cardinal, L. (2001). What is an indigenous perspective? Canadian Journal of Native Education, 25(2), 180-182.

  • Comber, B. (2011). Making space for place-making pedagogies: Stretching normative mandated literacy curriculum. Contemporary Issues in Early Childhood, 12(4), 343-348.

  • Drewery, M. (2004). Koro’s medicine. Wellington: Huia.

  • Duhn, I. (2006). The making of global citizens: Traces of cosmopolitanism in the New Zealand early childhood curriculum, Te Whāriki. Contemporary Issues in Early Childhood, 7(3), 191-202.

  • Duhn, I. (2012). Places for pedagogies, pedagogies for places. Contemporary Issues in Early Childhood, 13(2), 99-107.

  • Education Review Office. (2012). Partnership with whānau Māori in early childhood services. Wellington: Education Review Office. Retrieved from http://www.ero.govt.nz/National-Reports/Partnership-with-Whanau-Maori-in-EarlyChildhood-Services-Feb-2012.

  • Education Review Office. (2013). Working with Te Whāriki. Wellington: Education Review Office. Retrieved from http://www.ero.govt.nz/National-Reports/Working--with-Te-Whariki-May-2013.

  • Farquhar, S. (2012). Narrative identity and early childhood education. Educational Philosophy and Theory, 44(3), 289-301.

  • Furman, G. C., & Gruenewald, D. A. (2004). Expanding the landscape of social justice: critical ecological analysis. Educational Administration Quarterly, 40(1), 47-76.

  • Gorenflo, L. J., Romaine, S., Mittermeier, R., A., & Walker-Painemilla, K. (2012). Co occurrence of linguistic and biological diversity in biodiversity hotspots and high biodiversity wilderness areas. Proceedings of the National Academy of Sciences of the United States of America, 109(21), 8032-8037. Retrieved from http://www.pnas.org/content/8109/8021/8032. [Web of Science]

  • Greenwood, D. A. (2008). A critical pedagogy of place: From gridlock to parallax. Environmental Education Research, 14(3), 336-348.

  • Greenwood, D. A. (2013). A critical theory of place-conscious education. In R. B. Stevenson, M. Brody, J. Dillon, & A. E. J. Wals (Eds.), Research on environmental education (pp. 93 100). New York: AERA/Routledge.

  • Greenwood, D. A. (2014). Culture, environment, and education in the anthropocene. In M. P. Mueller, D. J. Tippins, & A. J. Stewart (Eds.), Assessing schools for generation R (Responsibility). A guide for legislation and school policy in science education (pp. 279-292). Dordrecht: Springer.

  • Haraway, D. (2012). Awash in urine: DES and Premarin® in multispecies response- -ability. WSQ: Women’s Studies Quarterly, 40((1 & 2)), 301-316.

  • Hooks, B. (2009). Belonging. A culture of place. New York: Rutledge.

  • Jamison, L. (2014). The empathy exams. Minneapolis, Minnesota: Graywolf Press.

  • Johnson, J. T. (2012). Place-based learning and knowing: Critical pedagogies grounded in Indigeneity. GeoJournal, 77, 829-836.

  • Kaiser, B. M., & Thiele, K. (2014). Diffraction: Onto-epistemology, quantum physics and the critical humanities. Parralax, 20(3), 165-167. [Web of Science]

  • McInerney, P., Smyth, J., & Down, B. (2011). ‘Coming to a place near you?’ The po litics and possibilities of a critical pedagogy of place-based education. Asia-Pacific Journal of Teacher Education, 39(1), 3-16.

  • New Zealand Ministry of Education. (1996). Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning Media. Retrieved from http://www.education.govt.nz/early-childhood/teaching-and-learning/ece-curriculum/tewhariki/.

  • Penetito, W. (2009). Place-Based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18:2008, 5-29.

  • Pihama, L., Reynolds, P., Smith, C., Reid, J., Smith, L. T., & Te Nana, R. (2014). Positioning historical trauma theory within Aotearoa New Zealand. AlterNative: An International Journal of Indigenous Peoples, 10(3), 248-262.

  • Ritchie, J., Duhn, I., Rau, C., & Craw, J. (2010). Titiro Whakamuri, Hoki Whakamua. We are the future, the present and the past: caring for self, others and the environment in early years’ teaching and learning. Final Report for the Teaching and Learning Research Initiative. Wellington: Teaching and Learning Research Initiative. Retrieved from http://www.tlri.org.nz/tlri-research/research-completed/ece-sector/titiro-whakamuri-hoki-whakamua-we-are-future-present-and.

  • Ritchie, J., & Skerrett, M. (2014). Early childhood education in Aotearoa New Zealand: History, pedagogy, and liberation. New York: Palgrave MacMillan.

  • Smith, L. T. (1999/2012). Decolonizing methodologies. Research and indigenous peoples. London and Dunedin: Zed Books Ltd and University of Otago Press.

  • Sommerville, M. J. (2010). A place pedagogy for ‘global contemporaneity’. Educational Philosophy and Theory, 42(3), 326-344.

  • Stewart-Harawira, M. (2005). Cultural studies, indigenous knowledge and pedagogies of hope. Policy Futures in Education, 3(2), 153-163.

  • Tito, J., Pihama, L., Reinfeld, M., & Singer, N. (Eds.). (2007). Matarakau. Ngā kōrero mō ngā rongoā o Taranaki. Healing stories of Taranaki. Taranaki: Karangaora.

  • Tracey, N. (2013). Working at the interface of education and trauma in an Indigenous pre-school. The importance of “deep soul listening” In M. O’Loughlin (Ed.), Psychodynamic perspectives on working with children, families and schools (pp. 133-152). Plymouth: Jason Aronson, Rowman & Littlefield. Waitangi Tribunal. (n.d.). Rongoā (traditional Māori healing). Ko Aotearoa Tēnei - Factsheet 8. Wellington: Waitangi Tribunal. Retrieved from http://www.justice.govt.nz/tribunals/waitangi-tribunal.

  • Walker, R. (2004). Ka Whawhai Tonu Matou. Struggle without end (revised ed.). Auckland: Penguin.

  • Wehi, P. M. (2009). Indigenous ancestral sayings contribute to modern conservation partnerships: examples using Phormium tenax. Ecological Applications, 19(1), 267-275. [Web of Science]

  • Wehi, P. M., & Wehi, W. L. (2010). Traditional plant harvesting in contemporary fragmented and urban Landscapes. Conservation Biology, 24(2), 594-604. [Web of Science]

  • Wehi, P. M., Whaanga, H., & Roa, T. (2009). Missing in translation: Maori language and oral tradition in scientific analyses of traditional ecological knowledge (TEK). Journal of the Royal Society of New Zealand, 39(4), 201-204. [Crossref] [Web of Science]

  • Williams, D. (2001a). Crown policy affecting Maori knowledge systems and cultural practices. Wellington: Waitangi Tribunal. Retrieved from http://www.justice.govt.nz/tribunals/waitangi-tribunal.

  • Williams, D. (2001b). Matauranga Maori and taonga. The nature and extent of Treaty rights held by Iwi and Hapu in Indigenous flora and fauna, cultural heritage objects, valued traditional knowledge. Wellington: Waitangi Tribunal. Retrieved from www.waitangi-tribunal.govt.nz.

About the article

Published Online: 2016-03-05

Published in Print: 2015-12-01



Citation Information: Journal of Pedagogy, ISSN (Online) 1338-2144, DOI: https://doi.org/10.1515/jped-2015-0012. Export Citation

© by Jenny Ritchie. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Comments (0)

Please log in or register to comment.
Log in