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Summary

Chapter 2 uses one first-generation immigrant mother’s narrative as a basis to outline the language background of the family and to explore the construction and the characteristics of the bilingual space at home, as well as the history and the forces behind the shift of linguistic repertoire in the household during the early years of children who are speakers of Chinese as a heritage language.

Summary

This chapter draws from the theoretical perspectives of transnationalism, postcolonialism, and critical place-based pedagogy. We use selected constructs from these theories to analyse and address concerns identified in our qualitative studies related to early childhood education and care (ECEC) pedagogies that support migrant families’ transnational identities and practices in the particular context of Aotearoa New Zealand (Aotearoa). Aotearoa is a country with a history of colonisation by Britain, and it continues to address the impacts of colonisation on Māori, the Indigenous people. Postcolonial theorising seeks to understand and theorise restorative pathways beyond these impacts.

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2 - Coming to the Beautiful Country

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Chapter 12 - Transnational migrant families’ connection to ‘people, places, and things’ in a postcolonial Aotearoa New Zealand

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2 - Coming to the Beautiful Country

Summary

Chapter 12 - Transnational migrant families’ connection to ‘people, places, and things’ in a postcolonial Aotearoa New Zealand

Summary