Tim Ingold is Professor Emeritus of Social Anthropology at the University of Aberdeen. He has carried out fieldwork among Saami and Finnish people in Lapland, and has written on environment, technology and social organisation in the circumpolar North, on animals in human society, and on human ecology and evolutionary theory. His more recent work explores environmental perception and skilled practice. Ingold’s current interests lie on the interface between anthropology, archaeology, art and architecture. His recent books include The Perception of the Environment (2000), Lines (2007), Being Alive (2011), Making (2013), The Life of Lines (2015), Anthropology and/as Education (2018) and Anthropology: Why it Matters (2018).Tim 

Keynote: The work of generations in educating for the future

Education is the means by which a society ensures its own future. But what kind of future do we want? Is it one in which every new generation is destined to supersede the last, or in which generations run alongside one another, allowing young people and their elders to work together in the ongoing task of fashioning a future for all? The tragedy of modern education has been to drive a wedge between the curiosity of the young and the wisdom of the old. For there to be a future worth living at all, it is not just prudent but necessary to bring them back together again. 

Dr. Lesley Rameka is a Senior Research Fellow at the Wilf Malcom Institute of Educational Research, Faculty of Education, University of Waikato. Lesley has worked in early childhood education for over 30 years, beginning her journey in te kohanga reo (Māori language nest), and working in a number of professional development and tertiary education providers over the years. Lesley’s research interests include; Māori early childhood education (ECE), Kaupapa (philosophy) Māori Assessment in ECE, Curriculum development in Māori ECE and Māori pedagogies. 

Ko Tararua te maunga - Tararua is my mountain         

Ko Ohau te awa – Ohau is my river                                                   

Ko Tainui te waka- Tainui is my ancestral canoe                                                    

Ko Ngāti Tukorehe te hapu - Ngāti Tukorere is my sub tribe

Ko Ngāti Raukawa te iwi - Ngāti Raukawa is my tribe

Keynote: Reclaiming, Reframing and Realizing Māori Ways of Knowing, Being and Doing in NZ Early Childhood Education

The keynote will firstly provide an overview of early childhood and Maori education in NZ then will discuss ways that traditional Māori knowledge, values, practices and narratives have been utilized to support culturally located early childhood provision including teaching, learning and assessment. It will provide examples of early childhood practices that are based on Māori values and beliefs and discuss how early childhood can support Māori children to succeed as Māori.

Dr. Jan Hare is an Anishinaabe-kwe scholar and educator from the M’Chigeeng First Nation, located in northern Ontario, Canada. She is the Associate Dean for Indigenous Education in the Faculty of Education at the University of British Columbia (UBC) and Professor in the Department of Language and Literacy Education. She is also the Director of the Faculty’s Indigenous Teacher Education Program – NITEP. Her research is concerned with improving educational outcomes for Indigenous learners and centering Indigenous knowledge systems within educational reform from early childhood education, K to 12 schooling, through to post-secondary settings, recognizing the holistic and multidisciplinary nature of Indigenous education.

Keynote: Trickster Comes to Teacher Education: 

The trickster or shape shifter is an important cultural being within Indigenous learning traditions in Canada and figures prominently in First Nations storytelling. This significant cultural figure uses strategies of creation, humour, dialogic pedagogy, and experience to upset dominant paradigms of our world, including education. Through the metaphor of the trickster, who acts with critical purpose, this presentation (re)imagines the much needed transformation of teacher education to empower Indigenous students in advancing their own journeys of decolonization and reclamation and consider learning opportunities for all students that can be enriched by Indigenous education.