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The policy-research-practice triangle in New Zealand early childhood education: Complexities, impossibilities and silences
Journal article   Open access   Peer reviewed

The policy-research-practice triangle in New Zealand early childhood education: Complexities, impossibilities and silences

Olivera Kamenarac, Kiri Gould and Parisa Tadi
Early years (London, England), Vol.44(3-4), pp.874-888
26/05/2024
DOI: https://doi.org/10.1080/09575146.2023.2257402
Appears in  Recent Faculty of Education Publications
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Abstract

New Zealand early childhood education Policies-research-practice triangle Teacher’s voices
Inspired by the New Zealand Association for Research in Education (NZARE) Conference 2022, entitled ‘The Mighty Triangle: The strength of the research-policy-practice triangle for addressing local, national, and global challenges’ (https://www.nzare.org.nz/events/te-aonui-the-mighty-triangle/), this article examines some of the relational complexities and specificities within the Aotearoa New Zealand early childhood education and care policy-research-practice triangle. This article problematises the notion of the ‘mighty’ triangle as a ‘durable’ structure by examining how each corner, side and angle is produced in the context of prevailing global neoliberal discourses. We argue that making sense of the complex dynamics within the Aotearoa ECE policy-research-practice triangle requires understanding the politics, relationships and dynamics of conflict and the struggle of those, directly and indirectly, involved in (and excluded) and influenced by the triangle. Therefore, the article critically engages with the ‘impossibilities’ and complexities of the ECE policy-research-practice triangle and takes a closer look at those impacted and/or marginalised by ‘beautiful durable structures’ of ECE triangle politics, particularly the voices of teachers.

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