Skip to main content
Have a personal or library account? Click to login
Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective Cover

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

Journal of Pedagogy
Volume 6 (2015): Issue 2 (December 2015)
By:   
Open Access
|Mar 2016
References

References

  1. Alberts, P. (2011). Responsibility towards life in the early anthropocene. ANGELAKI. Journal of the theoretical humanities, 16(4), 5-17.
    Open DOISearch in Google Scholar
  2. 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.
    Search in Google Scholar
  3. 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.
    Open DOISearch in Google Scholar
  4. Bowers, C. (2008). Why a critical pedagogy of place is an oxymoron. Environmental Education Research, 14(3), 325-335.
    Open DOISearch in Google Scholar
  5. Calderon, D. (2014). Uncovering settler grammars in curriculum. Educational Studies: A Journal of the American Educat ional Studies Association, 50(4), 313-338.
    Open DOISearch in Google Scholar
  6. Cardinal, L. (2001). What is an indigenous perspective? Canadian Journal of Native Education, 25(2), 180-182.
    Search in Google Scholar
  7. Comber, B. (2011). Making space for place-making pedagogies: Stretching normative mandated literacy curriculum. Contemporary Issues in Early Childhood, 12(4), 343-348.
    Open DOISearch in Google Scholar
  8. Drewery, M. (2004). Koro’s medicine. Wellington: Huia.
    Search in Google Scholar
  9. 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.
    Open DOISearch in Google Scholar
  10. Duhn, I. (2012). Places for pedagogies, pedagogies for places. Contemporary Issues in Early Childhood, 13(2), 99-107.
    Open DOISearch in Google Scholar
  11. 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.
    Search in Google Scholar
  12. 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.
    Search in Google Scholar
  13. Farquhar, S. (2012). Narrative identity and early childhood education. Educational Philosophy and Theory, 44(3), 289-301.
    Open DOISearch in Google Scholar
  14. Furman, G. C., & Gruenewald, D. A. (2004). Expanding the landscape of social justice: critical ecological analysis. Educational Administration Quarterly, 40(1), 47-76.
    Open DOISearch in Google Scholar
  15. 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.
    Search in Google Scholar
  16. Greenwood, D. A. (2008). A critical pedagogy of place: From gridlock to parallax. Environmental Education Research, 14(3), 336-348.
    Open DOISearch in Google Scholar
  17. 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.
    Search in Google Scholar
  18. 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.
    Search in Google Scholar
  19. Haraway, D. (2012). Awash in urine: DES and Premarin® in multispecies response- -ability. WSQ: Women’s Studies Quarterly, 40((1 & 2)), 301-316.
    Open DOISearch in Google Scholar
  20. Hooks, B. (2009). Belonging. A culture of place. New York: Rutledge.
    Open DOISearch in Google Scholar
  21. Jamison, L. (2014). The empathy exams. Minneapolis, Minnesota: Graywolf Press.
    Search in Google Scholar
  22. Johnson, J. T. (2012). Place-based learning and knowing: Critical pedagogies grounded in Indigeneity. GeoJournal, 77, 829-836.
    Open DOISearch in Google Scholar
  23. Kaiser, B. M., & Thiele, K. (2014). Diffraction: Onto-epistemology, quantum physics and the critical humanities. Parralax, 20(3), 165-167.
    Open DOISearch in Google Scholar
  24. 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.
    Open DOISearch in Google Scholar
  25. 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/.
    Search in Google Scholar
  26. Penetito, W. (2009). Place-Based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18:2008, 5-29.
    Search in Google Scholar
  27. 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.
    Open DOISearch in Google Scholar
  28. 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.
    Search in Google Scholar
  29. Ritchie, J., & Skerrett, M. (2014). Early childhood education in Aotearoa New Zealand: History, pedagogy, and liberation. New York: Palgrave MacMillan.
    Open DOISearch in Google Scholar
  30. Smith, L. T. (1999/2012). Decolonizing methodologies. Research and indigenous peoples. London and Dunedin: Zed Books Ltd and University of Otago Press.
    Search in Google Scholar
  31. Sommerville, M. J. (2010). A place pedagogy for ‘global contemporaneity’. Educational Philosophy and Theory, 42(3), 326-344.
    Open DOISearch in Google Scholar
  32. Stewart-Harawira, M. (2005). Cultural studies, indigenous knowledge and pedagogies of hope. Policy Futures in Education, 3(2), 153-163.
    Open DOISearch in Google Scholar
  33. Tito, J., Pihama, L., Reinfeld, M., & Singer, N. (Eds.). (2007). Matarakau. Ngā kōrero mō ngā rongoā o Taranaki. Healing stories of Taranaki. Taranaki: Karangaora.
    Search in Google Scholar
  34. 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.
    Search in Google Scholar
  35. Walker, R. (2004). Ka Whawhai Tonu Matou. Struggle without end (revised ed.). Auckland: Penguin.
    Search in Google Scholar
  36. Wehi, P. M. (2009). Indigenous ancestral sayings contribute to modern conservation partnerships: examples using Phormium tenax. Ecological Applications, 19(1), 267-275.
    Open DOISearch in Google Scholar
  37. Wehi, P. M., & Wehi, W. L. (2010). Traditional plant harvesting in contemporary fragmented and urban Landscapes. Conservation Biology, 24(2), 594-604.
    Open DOISearch in Google Scholar
  38. 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.
    Open DOISearch in Google Scholar
  39. 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.
    Search in Google Scholar
  40. 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.
    Search in Google Scholar
DOI: https://doi.org/10.1515/jped-2015-0012 | Journal eISSN: 1338-2144 (formerly 1338-1563) | Journal ISSN: 1338-1563
Journal RSS Feed
Language: English
Page range: 41 - 56
Published on: Mar 5, 2016
Published by: University of Trnava, Faculty of Education
In partnership with: Paradigm Publishing Services
Keywords:
early childhood,
anthropocene,
pedagogies of place,
Māori,
New Zealand
Related subjects:
Social sciences,
Education,
Education, other

© 2016 Jenny Ritchie, published by University of Trnava, Faculty of Education
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Volume 6 (2015): Issue 2 (December 2015)
Previous article
Next article