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

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 earlychildhood to school and involved three early childhood settings and two schools with at least 12teacher researchers. In this paper we discuss the methodology from the project by conceptualisingwhakapapa (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 tomethodology, philosophy and people. Whilst we draw on whakapapa as a research methodology, wealso emphasise that the utilisation of this as a conceptual framework plays a critical role tounderstanding and responding to children's learning journeys from early childhood to school.The inclusion of whakapapa charts (see appendix) shows the journey of what took place within andbetween each setting. The layering of the project details specific points of entry and continuation with and between the sites, theorising the conceptualisations explored.