ABSTRACT

Transmission of skills and knowledge is a core message in dominant discourses surrounding early verbal and non-verbal communication of babies. Narrow conceptualisations fail to place adequate emphasis on sociocultural elements of language and children’s sophisticated non-verbal communication. Utilising Kaupapa Māori research methods, this study describes a critical reflective narrative of a community-led parenting programme that makes space for whānau to re-centre Indigenous linguistic and cultural practices. ‘He Awa Whiria/The Braided Rivers’ metaphor is used to illustrate three themes derived from the analysis: Ma te kotahitanga e whai kaha ai mātau/In unity we have strength, reciprocity/whakaututu, whānau ki te whānau and manaakitanga/love and compassion for others. Data sources included focus groups; interviews; and reflective researcher memos. The evolution of the collective-agentive approach is illustrated within each theme with selected critical episodes. This study describes the parent-coaches-researchers journey to illustrate how a community’s rangatiratanga/sovereignty led to system transformation. The whānau collective journey represents an organic response of one ‘targeted’ community to lead the way in responding to deficit assumptions of parents and their children held by educators in the realm of early oral language. Indigeneous knowledge, ways of being and languaging are central and valid for the success of all tamariki/children.

摘要

技能和知识的传播是围绕婴儿早期语言和非语言交流的主导话语中的核心信息。狭隘的概念化未能充分强调语言的社会文化元素和儿童复杂的非语言交流。本研究利用 Kaupapa Māori 研究方法，描述了社区主导的育儿计划的批判性反思叙述，该计划为 whānau 重新集中土著语言和文化实践提供了空间。'He Awa Whiria/The Braided Rivers' 的比喻被用来说明从分析中得出的三个主题： Ma te kotahitanga e whai kaha ai mātau/In unity we have strength, reciprocity/whakaututu, whānau ki te whānau 和 manaakitanga/爱和同情为他人。数据来源包括焦点小组；面试；和反思性研究员备忘录。集体代理方法的演变在每个主题中都通过选定的关键情节进行了说明。本研究描述了家长-教练-研究人员的旅程，以说明社区的 rangatiratanga/主权如何导致系统转型。whānau 集体旅程代表了一个“有针对性的”社区的有机反应，以带头应对教育工作者在早期口语领域对父母及其孩子的缺陷假设。土著知识、生活方式和语言是所有 tamariki/儿童成功的核心和有效因素。本研究描述了家长-教练-研究人员的旅程，以说明社区的 rangatiratanga/主权如何导致系统转型。whānau 集体旅程代表了一个“目标”社区的有机反应，以带头应对教育工作者在早期口头语言领域对父母及其孩子的缺陷假设。土著知识、生活方式和语言是所有 tamariki/儿童成功的核心和有效因素。本研究描述了家长-教练-研究人员的旅程，以说明社区的 rangatiratanga/主权如何导致系统转型。whānau 集体旅程代表了一个“有针对性的”社区的有机反应，以带头应对教育工作者在早期口语领域对父母及其孩子的缺陷假设。土著知识、生活方式和语言是所有 tamariki/儿童成功的核心和有效因素。