of active participation for a disabled child in an inclusive early - - PowerPoint PPT Presentation

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of active participation for a disabled child in an inclusive early - - PowerPoint PPT Presentation

Jan 24, 2024 760 likes •904 views

He waka eke noa: A case study of active participation for a disabled child in an inclusive early childhood community of practice Kate McAnelly Introducing Me Parent Early childhood teacher Proud NZEI Te Riu Roa member

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He waka eke noa: A case study

  • f active participation for a

disabled child in an inclusive early childhood community of practice

Kate McAnelly

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Introducing Me

  • Parent
  • Early childhood teacher
  • Proud NZEI Te Riu Roa member
  • Researcher
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The genesis of my dissertation

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The political context that

  • ften reinforces exclusion

How the Education Act, NZDS, Te Whāriki, UNCROC, and UNCRPD are understood and enacted The government’s understanding of ‘participation’ The status of ECE

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Making sense of active participation

Introducing Huakina Mai (Mackey & Lockie, 2012)

  • Four layers of participation in early

childhood settings – enrolment, attendance, participation, active participation

  • Active participation as being ecological,

pedagogic, equitable and inclusive in nature

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The Theory

Disability Studies in Education (DSE) Communities of practice (Wenger)

(image courtesy enhancementthemes.ac.uk) (image courtesy disability-studies.leeds.ac.uk)

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Introducing the Project

Ethnographic case study Finding my kindergarten and participants Transitioning from teacher to researcher

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Active participation in action

  • What does active

participation look like in practice?

  • Emergent themes
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Image designed and supplied by Steve (Tama's Dad)

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Summing things up

  • Answering my research question
  • What does my dissertation offer

that’s new?

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Where to from here?

  • Early childhood teaching
  • To PhD and beyond
  • Presenting and publishing

(image courtesy keepcalm-o-matic.co.uk)

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Key references

Fielding, M. (2014). Democratic fellowship and the practice of human possibility. Retrieved from www.researchgate.net Mackey, G. & Lockie, C. (2012). Huakina mai: Opening doorways for children's participation within early childhood settings – Economic disadvantage as a barrier to citizenship. In D. Gordon-Burns,

  • A. Gunn, K. Purdue & N. Surtees (Eds.), Te Aotūroa Tataki Inclusive early childhood education:

Perspectives on inclusion, social justice and equity in Aotearoa New Zealand, pp. 75-93. Moss, P. (2007). Bringing politics into the nursery: Early childhood education as a democratic

  • practice. Retrieved from www.researchgate.net

Dahlberg, G. (2003). Pedagogy as loci of an ethics of an encounter. In M. Bloch (Ed.), Governing children, families and education: Restructuring the welfare state (p261-286). New York: Palgrave Macmillan. Fielding, M. (2016). Why and how schools might live democracy as an 'inclusive human order'. Retrieved from www.researchgate.net Moss, P. (2005). Early childhood institutions as loci of ethical and political practice. Retrieved from www.researchgate.net

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Contacting me

kate.mcanelly@postgrad.otago.ac.nz