Building positive identities in a culturally safe space: An ethnographic case study from Queensland, Australia

References

• Australian Bureau of Statistics. (2017). 2016 census quickstats: Australia | Queensland | Local government areas Logan - code LGA34590 (LGA). Commonwealth of Australia. https://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/LGA34590?opendocument#cultural
   Google Scholar
• Australian Children’s Education & Care Quality Authority. (2018). National quality standard. Author.
   Google Scholar
• Australian Human Rights Commission. (2018). Cultural safety for Aboriginal and Torres Strait Islander children and young people: A background paper to inform work on child safe organisations. Author. http://www.humanrights.gov.au/sites/default/files/cultural_safety_background_paper_january_2018_0.docx
   Google Scholar
• Berry, T. R., & Candis, M. R. (2013). Cultural identity and education: A critical race perspective. Educational Foundations, 27(3/4), 43–64. https://files.eric.ed.gov/fulltext/EJ1065655.pdf
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Brooker, L., & Woodhead, M. (2008). Developing positive identities. (M. Woodhead & J. Oates, Eds.). The Open University.
   Google Scholar
• Brown, K., & Faster, M. (2019). Language nests on the move: The case of Võro pre-primary education in Estonia. FIRE: Forum for International Research in Education, 5(3), 29–48. https://journals.tdl.org/fire/index.php/FIRE/article/view/145/63
   Google Scholar
• Chambers, N. A. (2015). Language nests as an emergent global phenomenon: Diverse approaches to program development and delivery. The International Journal of Holistic Early Learning and Development, 1, 25–38. https://ijheld.lakeheadu.ca/article/view/1353/694
   Google Scholar
• Commonwealth of Australia. (2015). Australian early development census. Author. https://www.aedc.gov.au/
   Google Scholar
• Conteh, J., & Brock, A. (2011). ‘Safe spaces’? Sites of bilingualism for young learners in home, school and community. International Journal of Bilingual Education and Bilingualism, 14(3), 347–360. https://doi.org/10.1080/13670050.2010.486850
   Web of Science ®Google Scholar
• Cooper, V. (2014). Children’s developing identity. In M. Reed & W. Rosie (Eds.), A critical companion to early childhood (pp. 281–296). SAGE.
   Google Scholar
• Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
   Google Scholar
• Department of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, being and becoming: The early years learning framework for Australia. Council of Australian Governments.
   Google Scholar
• Early Learning: Everyone Benefits. (2019). State of early learning in Australia 2019. Early Childhood Australia.
   Google Scholar
• Ebbeck, M., Yim, H. Y. B., & Lee, L. W. M. (2010). Belonging, being, and becoming: Challenges for children in transition. Diaspora, Indigenous, and Minority Education, 4(2), 103–117. https://doi.org/10.1080/15595691003635864
   Google Scholar
• Erikson, E. H. (1950). Childhood and society. WW Norton & Company.
   Google Scholar
• Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31–48. https://doi.org/10.1177/1354067X13515934
   Web of Science ®Google Scholar
• Glasgow, A. (2019). Ko toku reo ko toku ia mana: My language, my identity - The Pacific language nest: How language, culture and traditions are supported and promoted for the Pacific communities of the Cook Islands, Niue and Tokelau in Aotearoa New Zealand. (Unpublished doctoral thesis). Victoria University.
   Google Scholar
• Glasgow, A., & Rameka, L. K. (2017). Māori and Pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens. International Critical Childhood Policy Studies, 6(1), 80–95. https://researchcommons.waikato.ac.nz/bitstream/handle/10289/11531/62-268-1-PB%20(1).pdf?sequence=2&isAllowed=y
   Google Scholar
• Grieshaber, S., & Graham, L. J. (2017). Equity and educators enacting the Australian early years learning framework. Critical Studies in Education, 58(1), 89–103. https://doi.org/10.1080/17508487.2015.1126328
   Web of Science ®Google Scholar
• Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25. https://doi.org/10.2307/3699877
   Google Scholar
• Howarth, C., Wagner, W., Magnusson, N., & Sammut, G. (2014). “It’s only other people who make me feel black”: Acculturation, identity, and agency in a multicultural community. Political Psychology, 35(1), 81–95. https://doi.org/10.1111/pops.12020
   Web of Science ®Google Scholar
• Iokepa-Guerrero, N. (2008). Raising a child in the Punana Leo. Exchange. May/June. 30–32.
   Google Scholar
• Kirova, A. (2010). Children’s representations of cultural scripts in play: Facilitating transition from home to preschool in an intercultural early learning program for refugee children. Diaspora, Indigenous, and Minority Education, 4(2), 74–91. https://doi.org/10.1080/15595691003635765
   Google Scholar
• Lee, J. S., & Anderson, K. T. (2009). Negotiating linguistic and cultural identities: Theorizing and constructing opportunities and risks in education. Review of Research in Education, 33(1), 181–211. https://doi.org/10.3102/0091732x08327090
   Google Scholar
• Mara, D., & Burgess, F. (2007). O le uluai faitautusi ma le tusitusi: O aoa’oga maoae ma lona aoaoina i a’oga amata a le Pasifika; Early literacy: Quality teaching and learning in Pasifika early childhood education. New Zealand Council for Educational Research/Te Runanga o Aotearoa mo te Rangahau i te Matauranga.
   Google Scholar
• McIvor, O., & Parker, A. (2016). Back to the future: Recreating natural indigenous language learning environments through language nest early childhood immersion programs. The International Journal of Holistic Early Learning and Development, 3, 21–35. https://ijheld.lakeheadu.ca/article/download/1444/794
   Google Scholar
• Milne, A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. (Unpublished doctoral thesis). University of Waikato.
   Google Scholar
• Nieto, S. (2009). Language, culture, and teaching: Critical perspectives. Routledge.
   Google Scholar
• Okura, E. K. (2017). Language nests and language acquisition: An empirical analysis. University of Hawaiʻi at Manoa.
   Google Scholar
• Pasanen, A. (2010). Will language nests change the direction of language shifts? On the language nests of Inari Saamis and Karelians. In H. Sulkala & H. Mantila (Eds.), Planning a new standard language. (pp. 95–118). Suomalaisen Kirjallisuuden Seura.
   Google Scholar
• Podmore, V., Tapusoa, E., & Taouma, J. (2006). Samoan language and cultural continuity at an early childhood centre of innovation. Waikato Journal of Education, 12(1), 73–85. https://doi.org/10.15663/wje.v12i1.300
   Google Scholar
• QSR International. (2018). NVivo qualitative data analysis software (version 12).
   Google Scholar
• Queensland Curriculum and Assessment Authority. (2018). Queensland kindergarten learning guideline. The State of Queensland.
   Google Scholar
• Rameka, L., Glasgow, A., Howarth, P., Rikihana, T., Wills, C., Mansell, T., … Iosefo, R. (2017). Te Whatu Kete Mātauranga: Weaving Māori and Pasifika infant and toddler theory and practice in early childhood education. Teaching and Learning Research Initiative.
   Google Scholar
• Ramsden, I. M. (2002). Cultural safety and nursing education in Aotearoa and Te Waipounamu. (Unpublished doctoral thesis). Victoria University of Wellington.
   Google Scholar
• Rogoff, B. (2014). Learning by observing and pitching in to family and community endeavors: An orientation. Human Development, 57(2–3), 69–81. https://doi.org/10.1159/000356757
   Web of Science ®Google Scholar
• Romero-Little, M. E. (2010). How should young indigenous children be prepared for learning? A vision of early childhood education for indigenous children. Journal of American Indian Education, 49(1/2), 7–27. http://www.jstor.org/stable/43608587
   Google Scholar
• Tagoilelagi, F. F. (2017). Soso’o le fau i le fau: Exploring what factors contribute to Samoan children’s cultural and language security from the Aoga Amata to Samoan primary bilingual classrooms in Aotearoa/New Zealand. (Unpublished doctoral thesis). Auckland University of Technology.
   Google Scholar
• United Nations General Assembly. (1989). United nations convention on the rights of the child. United Nations.
   Google Scholar
• Va’a, U. L. (2009). Samoan custom and human rights: An indigenous view. Victoria University Wellington Law Review, 40(1), 237–250. https://doi.org/10.26686/vuwlr.v40i1.5388
   Google Scholar
• Vaioleti, T. M. (2006). Talanoa research methodology: A developing position on Pacific research. Waikato Journal of Education, 12, 21–34. https://doi.org/10.15663/wje.v12i1.296
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. (A. R. Luria, M. Lopez-Morillas, M. Cole, & J. V. Wertsch, Trans.). Harvard University Press.
   Google Scholar