IECS Autumn Research Seminar: Education for sustainability in Early Childhood Education: Making it real

Description

Morning tea and lunch: Are provided as part of the registration fee. Tea and coffee will be available for registrants prior to the opening of the seminar.

Please choose one workshop on the registration form.

Please enter your Centre's name in the Organisation field, and the promo code EC4GROUP in the promo code field if you want to access the group discount fee of $50 per person if 4 people or more from the same centre register together.

Please enter the promo code ECSTUDENT if you are an Early childhood teacher education programme student to access the discount fee of $50.

Please contact us if your organisation needs to be invoiced.

Programme

8.30am

Registration

Maclaurin Foyer

9.00am

Welcome, introductions, and housekeeping

MCLT101

9.15am

Brilliant Bursts:
David Lee, Wellington City councillor
Rebecca Matthews-Heron, NZEI
Dr Mere Skerrett, VUW

MCLT101

10.45am

Morning tea (provided)

Alan MacDiarmid Foyer

11.15am

Keynote: Professor Rangi Matamua

Matariki and early childhood care and education

MCLT101

12.15pm

Lunch (provided)

Alan MacDiarmid Foyer

1.00pm

Workshops:

 

Anoop Kumar
Exploring the experiences of early childhood teachers with culturally diverse refugee children in New Zealand.

AM101

Paparārangi Kindergarten
A Continuing Journey to Cultural Sustainable Practices

LBLT118

Ali Glasgow
Sustainability of language and culture for Pacific peoples

AM103

Kath Cooper
Promoting Human Rights within an Early Childhood Setting

AM104

Dr Anita Mortlock
Slowing down as sustainability: An exploration of slow pedagogies in Aotearoa and abroad

AM106

Amanda Dobson and Michelle Ducat
Enviro-schools workshop

AM105

Dr Sarah Te One
Understanding sustainability from a child’s rights perspective

CO118

2.15pm

Keynote: Marina Bachmann

An environmentally sustainable present and future – our children’s right, our responsibility

MCLT101

3.15pm

Round up discussion implications in centres

MCLT101

3.30pm

Farewell and seminar close

MCLT101

Keynote address 1
Matariki and early childhood care and education
Professor Rangi Matamua, University of Waikato

In the past 20 years there has been an explosion of interest in Matariki, especially within schools and teaching institutions. However, as this phenomenon has expanded there is often a disconnect between the traditional observations of Matariki and its modern practice. This keynote address will present research showing how Matariki was celebrated by the ancestors of the Māori, detailing the traditional celebration and explaining how it was embedded within ceremony, cultural practices, the environment and day-to-day life. It will also present a future pathway, discussing how the Matariki practice might be introduced within the education sector and collectively celebrated across the country.

Professor Rangi Matamua is a leading Māori astronomer. He has spent over 20 years researching indigenous astronomy. Awarded the 2014 Fulbright Scholarship – Ngā Pae o te Māramatanga, Rangi used the grant to study how astronomy is embedded into the cultural practices of indigenous people. That same year he was successful in leading a group of Māori astronomers in securing funding from the Royal Society – Te Apārangi (the Marsden Fund) to continue this study. It is through his Ngā Pae o te Māramatanga research and the work of the Marsden Fund project Te Mauria Whiritoi that Rangi has re-confirmed that there are nine stars that constitute the star cluster of Pleiades or Matariki not just seven stars as commonly believed. Recently he published the book: Matariki: the Star of the year.

Professor Rangi Matamua’s research interests include te reo Māori, including Māori language development, research and revitalisation; Māori astronomy and star lore; Māori culture

Keynote address 2
An environmentally sustainable present and future – our children’s right, our responsibility
Marina Bachmann

Our relationship with the environment has become more complex as the challenges of climate change and environmental degradation increasingly impact our lives. Environmental education offers a framework to address big global issues in meaningful ways within our communities. It has been the foundation of our work at Collectively Kids for over a decade and has enriched learning for our entire community.

During this presentation, we will talk about the problems that face us and the many practical and empowering ways in which they can be addressed within ECE. There will be time for discussion and the aim is that you will leave with a range of ideas to begin or further your journey in this area.

Marina Bachmann has owned and been the professional leader of Collectively Kids since 1993. Marina has a particular interest in environmental education and it is the foundation of her team’s work at Collectively Kids. The teaching team at Collectively Kids has been involved in research in this area for a while and have given presentations on this topic in Aotearoa and overseas.

Brilliant Bursts 9.15am -10.45am

The 'brilliant burst' format includes three speakers each speaking for 15 minutes on sustainability from their particular roles and perspectives in 15-minute-long "brilliant bursts". Participants are asked to interpret sustainability in Aotearoa and as much as possible in relation to the early childhood care and education sector, while also referencing UN sustainable development goals. 10-15 minutes questioning and discussion time follows each speaker.

Councillor David Lee, Portfolio Leader ‘Climate Change’ on the Wellington City Council.

Wellington City Council has a ten-year plan which begins: ‘Our vision is for Wellington to be a dynamic, sustainable and connected city, with people at its heart’.

Rebecca Matthews-Heron, Community campaigner for NZEI Te Riu Roa

Rebecca has been working in the union movement for over twelve years across three different unions. She has worked on a variety of issues in that time, including increasing paid parental leave, the Living Wage movement and working with the children's sector through the Tick for Kids coalition. Her focus now is on pay equity in early childhood education, and promoting inclusive education alongside whanau, community groups and disabled people. Rebecca has a great appreciation for educators as a mum and stepmum to a 12-year-old and 9-year-old.

NZEI is the union for early childhood teachers and support staff working in early childhood services including centres, kindergartens, kōhanga reo, language nests, home based services, and Te Kura (the Correspondence School). We advocate on behalf of New Zealand children under five and their families, and for the 22,500 early childhood teachers working with them.

Dr Mere Skerrett, Senior Lecturer, School of Education, Victoria University of Wellington
‘Sustaining people, planet, and prosperity through diversity’

Mere has a background in teaching in early childhood, with a focus on Kōhanga Reo. After qualifying as a primary school teacher, she returned to further qualify in the early childhood sector. She then gained further qualifications in teaching students who are Māori/English bilinguals. Mere has led the development of Te Iti Rearea, an initial teacher education programme which enables students to teach in both the early childhood and primary sectors. She also successfully led the development of the Exemplary Masters of Teaching and Learning programme with an Early Childhood Endorsement, Te Kahukiwi o Aotearoa. She is a Senior Lecturer in the Faculty of Education. Mere has iwi affiliations with Ngāi Tahu, Ngāti Rakiāmoa, Ngāti Ruahikihiki, Ngāti Māhuta, Ngāti Unu, Ngāti Maniapoto, Ngāti Pikiao, Ngāti Te Rangiunuora, Ngāti Pūkeko.

Workshop Sessions 1.00pm - 2.10pm

Exploring the experiences of early childhood teachers with culturally diverse refugee children in New Zealand
Anoop Kumar

My study is an investigation of the experiences early childhood teachers with culturally diverse refugee children in the Manawatu region of New Zealand. It will use a qualitative interpretivist narrative approach to generate rich descriptions of the experiences of six early childhood teachers working in three centres where refugee children are enrolled.

This presentation seeks to inform the practitioners about the significance of this topic and what the literature says about the refugee children’s education and the experiences of teachers. This presentation will also endeavour to engage the practitioners in small groups to discuss their experiences (if any) with culturally diverse refugee children in their schools or centres. Using multiple methods of data collection over a 6-month period, data will be collected through semi-structured interviews, participant workplace observations and reflective journals maintained by participants.

The proposed study will seek to construct new knowledge about the work of early childhood teachers with culturally diverse refugee children.

A Continuing journey to cultural sustainable practices
Isabel Boyd, Robyn Mockett and Liz Lee: Paparārangi Kindergarten teaching team

Over the past few years the team at Papararangi Kindergarten have been on a journey to embed Cultural Sustainable Practices within their every practice. In this workshop they will share their journey using the theoretic Lens of Place-Based Education, Tiriti-Based Practice, Eviroschools Kaupapa and Global Citizenship and how these can be incorporated into everyday practice and documentation.

Sustainability of language and culture for Pacific peoples
Ali Glasgow

This presentation looks at language and cultural sustainability, and sees this as a social justice issue, and also asserts the rights of people to maintain heritage language and culture. Currently many Pacific languages are at risk, with the languages of the Cook Islands, Niue and Tokelau now classified as endangered and inter-generationally extinct (McCaffery, 2015). This trend sits within a wider global problem where May (2000) suggest there is an unprecedented scale of language loss and language shift that some describe as a form of linguistic genocide. The Pacific region is ranked in the second worst position for language loss with no Pacific languages considered safe (Whalen & Simons, 2012). The spread of English has been connected to the decline of indigenous languages, (Baker, 2006) and this is the case in the Pacific (Lotherington, 1998). Given the inextricable relationship between culture and language the demise of the language is also accompanied by the loss of cultural knowledge and practice. Culture is semantically encoded in the language itself and culture and context are cannot be wholly expressed nor practiced without the relevant language (Baker, 2006.)

In this presentation I will outline research on Pacific language nests and the ways that they promote language and culture in their early childhood settings. Practices and principles covered will provide models for how language and culture can be maintained and sustained for Pacific peoples in Aotearoa New Zealand.

Promoting Human Rights within an Early Childhood Setting
Kath Cooper

Inclusive responsive teachers create learning environments that are child sensitive. These environments are safe, non-violent, inclusive and effective learning environments for all. It is an expectation that by 2030, all learners acquire the knowledge and skills needed to promote human rights, inclusion of all, and appreciation of diversity.

What it means to be an inclusive and responsive teacher will be linked to the three curriculum. The silencing of minorities within an early childhood educational settings will be unpacked and explored. Drawing upon research documented in her Masters of Education study, as well as her Doctorate in Education literature review, this presentation will help develop participant’s understandings of their own bias and look at some practical ways to extend themselves.

The presentation will link to 4.a, 4.7, 10.2, and 10.3.

Slowing down as sustainability: An exploration of slow pedagogies in Aotearoa and abroad.
Anita Mortlock

It is commonly heard that our Earth and the whole of humanity is in crisis; our consumption of resources is unsustainable and our anxiety levels are soaring. This workshop will present a range of slow pedagogies and their historical and ideological underpinnings. Of particular focus is: (1) holism (soul, and spirit), (2) conviviality and relationships, (3) locality, place and time, and (4) individualism versus individuality. It is through these topics that we will explore sustainability as selfhood, community, humanity, and planet.

Amanda Dobson and Michelle Ducat
Enviro-schools workshop

Understanding sustainability from a child’s rights perspective
Sara Te One

This workshop will explore how we can combine what we know about how children learn and develop, what we know about Te Whāriki 2017, and what we know about children’s rights in relation to sustainability, and what we need to know. Recommendations from the UN Committee about children’s rights will be used to plan how we can advocate for a rights-based approach to sustainable action.

Morning tea and lunch: Are provided as part of the registration fee. Tea and coffee will be available for registrants prior to the opening of the seminar.

Please choose one workshop on the registration form.

Please enter your Centre's name in the Organisation field, and the promo code EC4GROUP in the promo code field if you want to access the group discount fee of $50 per person if 4 people or more from the same centre register together.

Please enter the promo code ECSTUDENT if you are an Early childhood teacher education programme student to access the discount fee of $50.

Please contact us if your organisation needs to be invoiced.

Further information available from: