Being, Knowing and Doing Otherwise in Early Childhood Education in Aotearoa

Peter Lang. This chapter focuses on Ritchie’s research with early childhood educators who are committed to using pedagogies that support re-validating Māori individual and collective subjectivities and that have the potential for decolonization in Aotearoa. The reader is referred to the complete book that brings together a diverse group of influential thinkers who are forthright in their refusal to be seduced by simplistic binaries, who are willing to address the notion of childhood subjectivity in ways that are complex and critical, and whose arguments lead to practical advances in our thinking about child policy, child-rearing, pedagogy, and curriculum.