Social cohesion and Aotearoa New Zealand’s early childhood education

Intersectionality, interculturality, and decolonisation

Abstract

This paper draws on intersectionality, interculturality, and decoloniality theorising to scrutinise recent government policies in the current context of superdiversity in Aotearoa (New Zealand). It argues that these policies are socially divisive and undermine recognition of Māori as tangata whenua, the original peoples of this land.  Examples discussed include the deletion of Māori language from government signifiers; rewriting the school curriculum to de-emphasise Māori and local histories; and removing the regulatory requirements for early childhood education to include recognition of Māori as tangata whenua and diverse cultural knowledges. Pedagogies that embrace diverse intersecting identities support children to develop a sense of belonging and intercultural dispositions of respect for different ways of knowing and being. These policy changes undermine children’s sense of belonging and inclusion, threatening peaceful co-existence and mutual flourishing. In dialogue with Te Whāriki, we imagine pedagogies that provide hope, sanctuary and cultural affirmation for children in Aotearoa.