000			01715nab a22001937a 4500
003			BCACCS
005			20150728084334.0
008			100412s2013 at | 000 0 eng d
040			_aBCACCS
100	1		_aRitchie, Jenny _9526
245	1	0	_aIndigenous onto-epistemologies and pedagogies of care and affect in Aotearoa _cJenny Ritchie _h[citation] /
260			_c2013.
520	3		_aThis article reflects on research conducted in one kindergarten that was part of a wider project focusing on 'caring for ourselves, others and the environment' in early years education in Aotearoa New Zealand. The project drew upon both Maori and western theoretical frames. In this article I respond to Bruno Latour's suggestion that we renew our theoretical considerations to make our practice more responsive to 'matters of concern'. The interlinked matters of concern that are the focus of this article are the endangered status of both Indigenous peoples' worldviews and of the well-being of the planet. Early childhood teachers during the project introduced Maori (Indigenous) seasonal and healing practices within their daily pedagogies, in some small ways perhaps transcending the ongoing disruption and intergenerational trauma of the history of colonisation. It is argued that indigenous ways of being, knowing, and doing enact an ethic of biocentric relationality which, when applied through early childhood pedagogies, offer a source of hope in this era of anthropogenic climate crisis.
650		0	_aEarly childhood education _xCurricula _zNew Zealand _9527
650		0	_aEnvironmental education _9528
690		4	_aMaori
773	0		_tGlobal Studies of Childhood _gVol. 3, no. 4 (2013), p. 395-406
942			_2z _cARTICLE
999			_c1258 _d1258