Contemporary Issues in Early Childhood-2012-Ritchie-86-98.pdf (250.9 kB)

Early childhood education as a site of ecocentric counter-colonial endeavour in aotearoa New Zealand

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journal contribution
posted on 30.07.2020 by Jenny Ritchie
This article draws upon a range of theoretical domains, first to outline the historical rationale for the urgent changes needed to challenge and transform the dominator culture which has justified exploitation of Indigenous peoples and the resources of the earth. It invites educators to reconsider the narratives that are either consciously or inadvertently promoted in our work, suggesting that we can learn from Indigenous epistemologies in which humans are situated alongside earth others, as respectful, related guardians and caretakers. It finally draws on some examples from a recent qualitative study conducted with ten early childhood centres from across Aotearoa, to illuminate possibilities for enactment of counter-colonial renarrativisation within early childhood settings in service of an ethical project of enhancing relationalities, reconnecting children and their families with the more-than-human world.

History

Preferred citation

Ritchie, J. (2012). Early childhood education as a site of ecocentric counter-colonial endeavour in aotearoa New Zealand. Contemporary Issues in Early Childhood, 13(2), 86-98. https://doi.org/10.2304/ciec.2012.13.2.86

Journal title

Contemporary Issues in Early Childhood

Volume

13

Issue

2

Publication date

29/10/2012

Pagination

86-98

Publisher

SAGE Publications

Publication status

Published

Contribution type

Article

Online publication date

01/01/2012

ISSN

1463-9491

eISSN

1463-9491

Language

en

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