ABSTRACT
Indigenous knowledges are embodied knowledges. They come from the land, the skies, the seas and the mind, with body and spirit moving in unison with the luminaries on their courses. The focus of this contribution includes a critical analysis of the contestation of power and knowledge in the politics of curriculum in Aotearoa (New Zealand). It discusses competing knowledge systems in the context of the “refreshing” of Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum (New Zealand Ministry of Education, (NZME) 2017) and the Indigenous concepts held within. It also outlines the earlier development of Te Kōhanga Reo (Māori language nests) which incorporates a strong recognition of the importance of the Māori language, Elders and whānau (extended families) in the education and care of young children.
