Engaging Families and Communities in Early Years Programmes: Collaborative and Cultural Inquiry Appr
To be advised
To be advised
You can contact staff by:
- Calling +64 7 838 4466 select option 1, then enter the extension.
Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
- For extensions starting with 4: dial +64 7 838 extension.
- For extensions starting with 5: dial +64 7 858 extension.
- For extensions starting with 9: dial +64 7 837 extension.
- For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
The specific attributes that successful students will acquire are:
- Skills of analysis and critique of theory and practice.
- Ability to undertake systematic investigation into working with families and communities.
- Appreciation of challenges and possibilities in working across professional boundaries and with families and communities.
- Ability to convey findings of research-based inquiry.
This paper is taught entirely online between Monday, 25 February and Friday, 31 May 2019. The teaching recess is from Monday, 15 April until Sunday, 28 April 2019. All class interaction takes place in Moodle, the Learning Management system used at the University of Waikato.
Students who successfully complete the course should be able to:
Critically examine the theoretical framework of conceptualising households and communities as repositories of “funds of knowledge”.
Linked to the following assessments:
Understand collaborative and cultural inquiry approaches to working with families and communities
Linked to the following assessments:
Develop and undertake a research-based inquiry to find out about the “funds of knowledge” within a family or community
Linked to the following assessments:
In order to be eligible for a pass in this paper students are required to complete and submit all three pieces of assessment.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Assignment 1||
24 Mar 2019
|2. Assignment 2||
21 Apr 2019
|3. Assignment 3||
9 Jun 2019
Required and Recommended Readings*
There are recommended readings for this course. The readings are available electronically from the Waikato Readings List when you are fully enrolled. Students will be introduced to this in the first week. Please refer to this site regularly for course support and information.
The following books are on course reserve and are highly recommended:
N. Gonzalez, L. Moll & C. Amanti (Eds.), (2005). Funds of knowledge. Theorizing practices in households, communities, and classrooms. New York: Routledge.
Mutch, C. (2013). Doing educational research. A practitioner's guide to getting started (2nd edition). Wellington: NZCER Press.
Readings by topic
Funds of knowledge
Biddulph, F., Biddulph, J., & Biddulph, C. (2003). The complexity of community and family influences on children's achievement in New Zealand: Best Evidence Synthesis.Retrieved from http://www.educationcounts.govt.nz/publications/series/2515/5947
Gonzalez-Mena, J. (2003, September 22-25). Bridging cultures with understanding and sensitivity. Paper presented at the 8th Early Childhood Convention, Palmerston North, New Zealand. Keynote address.
Gonzalez, N., Moll, L., & Amanti, C. (2005). Introduction: Theorizing practice. In N. Gonzalez, L. Moll & C. Amanti (Eds.), Funds of knowledge. Theorizing practices in households, communities, and classrooms (pp. 1-28). New York: Routledge.
Gonzalez, N., & Moll, L. C. (2002). Cruzando el puente: Building bridges to funds of knowledge. Educational Policy, 16, 623-641.
Boag-Munroe, G., & Evangelou, M. (2011). From hard to reach to how-to-reach: A systematic review of the literature on hard-to-reach families. Research Papers in Education, 27(2), 209-239.
Draper, L., & Duffy, B. (2003). Working with families to support young children's personal growth. In G. Pugh (Ed.), Contemporary issues in the early years: Working collaboratively for children (pp. 146-158). London, England: Sage
Mitchell, L., with, Haggerty, M., Hampton, V., & Pairman, A. (2006). Teachers, parents and whänau working together in early childhood education.Retrieved from http://www.nzcer.org.nz/system/files/15120.pdf
Siraj-Blatchford, I. (2009). Learning in the home and at school: How working class children 'succeed against the odds'. British Educational Research Journal, 36(3), 463-482.
Integrated ECE provision
Press, F. (2012). Embedding collaboration in integrated early childhood services: The strategic role of governance and leadership. Waikato Journal of Education, 17(12), 30-42.
Kaupapa Māori approaches
Bishop, R. (2005). Freeing ourselves from neocolonial domination in research. In M. K. Denzin & K. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.). London, UK: Sage Publications
Penetito, W. (2001). If only we knew . . . Contextualising Maori Knowledge. In B. Webber & L. Mitchell (Eds.), Early childhood education for a democratic society. Conference proceedings October 2001 (pp. 17-25). Wellington: New Zealand Council for Educational Research.
Smith, L. T. (2005). On tricky ground. Researching the native in the age of uncertainty. In N. Denzin & K. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.). London, UK: Sage Publishers
Voices of immigrant families
Adair, J., & Tobin, J. J. (2008). Listening to the voices of immigrant parents. In C. Genishi & A. L. Goodwin (Eds.), Diversities in early childhood education (pp. 137-150). New York, NY: Routledge
Guo, K. (2012). Chinese immigrants in New Zealand early childhood settings. Early Childhood Folio, 16(1), 5-9.
Miller, M., & Petriwskyj, A. (2013). New directions in intercultural early education in Australia. International Journal of Early Childhood, 45(2), 252-266. doi: 10.1007/s13158-013-0092-3
Mitchell, L., & Ouko, A. (2012). Experiences of Congolese refugee parents in New Zealand: Challenges and possibilities for early childhood provision. Australasian Journal of Early Childhood, 37(1), 99-107.
Mitchell, L., Bateman, A., Ouko, A., Gerrity, R., Lees, J., Matata, K., Myint, H., Rapana, L., Taunga, A., Xiao, W. (2015). Teaching and learning in culturally diverse early childhood settings Retrieved from http://www.waikato.ac.nz/__data/assets/pdf_file/0008/257246/Teachers-and-Learning-for-website_2015-03-05pm.compressed.pdf
Mitchell, L., & Bateman, A. (2018). Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand. Contemporary Issues in Early Childhood(Special Issue). doi:https://journals.sagepub.com/doi/10.1177/1463949118781349
Vandenbroeck, M., Roets, G., & Snoeck, A. (2009). Immigrant mothers crossing borders: nomadic identities and multiple belongings in early childhood education. European Early Childhood Education Research Journal, 17(2), 203-216
Fontana, A. & Frey, J.H. (2000). The interview. From structured questions to negotiated text. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (2nd ed. Pp. 645-672). Thousand Oaks, CA: Sage Publications.
Kemmis, S., & McTaggert, R. (2005). Participatory action research: Communicative action and the public sphere. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 559-604). London, UK: Sage.
Mutch, C. (2013). Doing educational research. A practitioner's guide to getting started (2nd edition). Wellington, New Zealand: NZCER Press.
It is also expected that participants will make substantial use of online databases and other digital and non-digital sources in researching widely for assignments and tasks. The list of readings for the paper represents a baseline level of literature only.
This paper has a credit value of 30 points. The expected workload in a 500-level paper is up to 20 hours per week. For some students it will be less than this and, for others who are new to online learning, extra time may be needed. Generally, your study time will be spent:
- Reading through the online material.
- Reading related information and literature.
- Preparing your responses to questions and activities in the three modules.
- Participating regularly in the discussion topics.
- Thinking, reflecting, questioning, critiquing and analysing.
- Maintaining contact with teaching staff and the class.
- Seeking and sharing help from your resources with others in the class.