Exploring whakapapa (genealogy) as a cultural concept to mapping transition journeys, understanding what is happening and discovering new insights

Abstract

This paper reports on a three-year (2010–2013) Teaching and Learning Research Initiative (TLRI) project in Aotearoa New Zealand, titled Learning Journeys from Early Childhood to School (www.tlri.org.nz).The aim of the project was to investigate children’s learning journeys from early childhood to schooland involved three early childhood settings and two schools with at least 12 teacher researchers.In this paper we discuss the methodology from the project by conceptualising whakapapa (genealogy) as a cultural tool to mapping the research.We establish that whakapapa serves as a research discourse that is underpinned by the five research sites,particularly their context, knowledge and ways of being for the meaning-making, cultural and symbolic relationship to methodology, philosophy and people.Whilst wedraw on whakapapa as a research methodology,we also emphasise that the utilisation of this as a conceptual framework plays a critical role to understanding and responding to children’s learning journeys from early childhood to school.The inclusion of whakapapa charts (see appendix) shows the journey of what tookplace within and between each setting.The layering of the projectdetails specific points of entry and continuationwith and between the sites, theorising the conceptualisations explored.