Online Journal Task 4（400 words）

• Argue the case for a multicultural approach to education in Aotearoa New Zealand schools and ECE centres that upholds the bicultural commitment to Māori as tangatawhenua (reference at least one Ministry of Education document under Session 5 Preparation).

Additional questions you might consider to composeyour response:

• What are the challenges with multicultural education in Aotearoa New Zealand? How have you seen multicultural education enacted in your practicum experiences?

• How might you challenge the notion that biculturalism and multiculturalism are competing ideals? Argue how biculturalism is central to enacting the characteristics of multicultural education.

• How can educators avoid multicultural approaches that are tokenistic and essentialising?

Online Journal Task 5 (250 words)

Notes: In response to the required readings and the lecture, reflect on the following questions (these questions span content/readings in Sessions 7 and 8):

Bishop (1991) used the metaphor of mirrors, windows, and sliding glass doors to talk about the importance of representation in children’s literature (see pdf under Preparation/Reading for Session 7 that explains this metaphor).

• How did the everyday stories, children’s literature, songs, and cultural traditions shared in your ECE and/or school experiences connect with the stories and songs and cultural traditions of your home? Did these experiences provide mirrors (reflect for you (reflect your world)? Windows into other worlds? Ways to step into other worlds (sliding glass doors)?

• Why is it important for children to see themselves in the texts that are privileged in early childhood settings and schools?

• Is representation enough, or does the quality of the mirrors, windows, and sliding glass doors matter? Why do you think so? What are the challenges with selecting multicultural literature (liberal vs. critical multiculturalism)?

• How can careful selection of critical multicultural children’s literature support the enactment of culturally sustaining pedagogies that disrupt cultural hegemony?

• What are the benefits of multilingual or dual language picture books in early childhood settings and schools? How might incorporation of these resources be affirming for children and families?

• How might teachers incorporate multimodal ways for children to respond to children's literature that support communication and comprehension of the ideas encountered in text? How can different ways of responding to text affirm children's embodied cultural literacies?

Meta – Reflection(800words)

The Meta-Reflection is your final reflection and it requires you to read over your five journal tasks and then write a meta-reflection on your personal and professional learning in this course. The Meta-Reflection is presented as three (3) short reflections on three (3) key concepts/ideas in your experience of this course that have been particularly meaningful for you as an aspiring teacher/emerging professional. For each of the three (3) concepts/ideas, please address the following:

Concept/Idea x 3

• Use the concept name as the heading.

• Explain the concept/idea and explain why it is meaningful to you. Please cite relevant readings to support your thinking. You may not copy and paste from lecture slides - expand and deepen your own experience/thinking.

• Reflect on how you think the concept/idea will shape your professional practice.

• Concepts/ideas are approximately 250-300 words for each of the three (3) concepts  and must include citations (not quotations) from course readings to support your points.

• You may not copy and paste from your Online Journal  Tasks directly into the Meta-Reflection

Assessment 2: Online Journal Tasks & Meta-Reflection assesses the following Learning Outcomes (LOs):

• LO1: Apply an understanding of the concept of 'ethnic identity' to the personal and professional self.

• LO2: Critically engage in a connected and considerate manner with the issues arising from immigration policy in Aotearoa New Zealand in order to unpack and analyseattitudes and assumptions impacting learners.

• LO3: Critique professional practice to discern the recognition and inclusion of cultural and learning needs of children from diverse ethnicities.

• LO4: Discuss effective translation of theory into practice of multicultural pedagogies for the Aotearoa New Zealand primary/intermediate classroom or early childhood centre.