Overview

This groundbreaking book explores the interactions of three powerful concepts in early childhood education (ECE): early childhood settings as sites for democracy, belonging as a human need and basis for participation, and relationships with land. Through exemplars of pioneering practice, it renews thinking about democracy and broadens understanding of belonging in culturally diverse societies. Drawing from three research projects undertaken with teachers as collaborators in 11 early childhood settings, the book showcases examples grounded in Aotearoa New Zealand's renowned bicultural curriculum, Te Whāriki. It demonstrates how participatory design methodologies can reimagine the theory-practice nexus and privilege diverse voices often marginalized in traditional research settings. Woven throughout are ""glimpses of hope"" that illustrate new possibilities for pedagogical practice in the country's bicultural context. In a time marked by significant societal shifts and neoliberal pressures, the authors argue that layering and interweaving these three concepts enables the creation of innovative approaches to policy thinking and practice that challenge existing frameworks and advocate for public, democratic ECE systems. This essential resource will interest postgraduate students, researchers, teachers, student teachers, early childhood managers and policy makers. It offers valuable insights for advanced students and practitioners of early childhood education seeking to understand democratic practice and belonging in diverse cultural contexts around the globe.

Full Product Details

Author:   Linda Mitchell ,  Raella Kahuroa ,  Amanda Bateman ,  Bronwen Cowie
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
ISBN:  

9781032976372

ISBN 10:   1032976373
Pages:   278
Publication Date:   13 July 2026
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.

Table of Contents

List of figures Acknowledgements Author biographies Chapter 1: Introduction. Setting the scene Background Conceptual framing Definitions Outline/structure of the book Theme 1: Democracy in education Chapter 2: Democracy as a value and purpose for a public education system Chapter 3: Early childhood education creating a world Chapter 4: Creating a democratic living philosophy (a new chapter with Berhampore Kgtn) Chapter 5: Kōhanga reo and transformational directions for education Chapter 6: Teachers as democratic professionals and the child as citizen Theme 2: Belonging, connections to others and the environment Chapter 7: A human rights analysis of early childhood policy Chapter 8: Pōwhiri – the traditional māori ceremony of welcome as a process for supporting belonging Chapter 9: Participation in cultural processes of food preparation and belonging Chapter 10: Connecting homeland with EC settings Theme 3: Relationships with land Chapter 11: Ko au te whenua, ko te whenua ko au – I am the land and the land is me Chapter 12: Walking with young children to story and read the land Chapter 13: Maunganui Kindergarten: Developing connectedness with land and with people Theme 4: Renewing the thinking and practice of democracy in researching early childhood education. Research as a palimpsest Chapter 14. Research partnerships for exploring pedagogical practice in Aotearoa New Zealand Chapter 15. Research as a palimpsest. Possibilities for research, pedagogy and policy Glossary References for all chapters

Reviews

'A timely book that brings together a body of knowledge from across Aotearoa New Zealand and in so doing adds to the country's unique contribution to global education and care with young children. There are messages here to help rethink and reinvigorate urgent questions about democracy, belonging and sustainability.' Dr Alison Clark, Professor of Early Childhood Education, University of South-Eastern Norway.

Author Information

Linda Mitchell is Retired Professor and Honorary Fellow at Te Whare Wānanga o Waikato, University of Waikato, in Aotearoa New Zealand. Raella Kahuroa (Ngāti Kahungungu) is a lecturer and researcher in early childhood education at Te Whare Wānanga o Waikato, University of Waikato, in Aotearoa New Zealand. Amanda Bateman is Professor of Early Years at Birmingham City University, England, having worked at Te Whare Wānanga o Waikato, University of Waikato, in Aotearoa New Zealand. Bronwen Cowie is Emeritus Professor at Te Whare Wānanga o Waikato, University of Waikato, in Aotearoa New Zealand. Olivera Kamenarac is Senior Lecturer in Education at Southern Cross University, Australia, after working at Te Whare Wānanga, University of Waikato, in Aotearoa New Zealand. Elaine Khoo is Associate Professor at the Institute of Education at Massey University, New Zealand, after working at Te Whare Wānanga, University of Waikato, in Aotearoa New Zealand. Hoana McMillan (Ngāi Te Rangi, Ngāti Porou, Ngāti Kahungunu) is a lecturer and kaupapa Māori researcher at Te Whare Wānanga o Waikato, University of Waikato, in Aotearoa New Zealand. Lesley Rameka (Ngāti Raukawa, Ngāti Tukorehe) has recently retired from her roles as a Senior Research Fellow and kaupapa Māori researcher at Te Whare Wānanga o Waikato, University of Waikato, in Aotearoa New Zealand.

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