He Tatau Pounamu. Considerations for an early childhood peace curriculum focusing on criticality, indigeneity, and an ethic of care, in Aotearoa New Zealand

Abstract

This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of colonisation, commitments to honouring the values and epistemologies of Māori, the indigenous people, and juxtaposes the proposed peace programme alongside current early childhood education pedagogical discourses in Aotearoa.

Keywords:

• early childhood education
• kaupapa Māori
• peace education
• indigenous epistemologies

Acknowledgements

This paper was written on behalf of and in consultation with a wider group of advisers to the project, which includes kaumātua (Māori elders), Pacific Island and Māori early childhood education academics and consultants.

Notes

1. On the first use of a term in the Māori language, a translation is provided in text. A full glossary is provided at the end of the article.