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1.
Iho/Abstract

The idea of the ‘intercultural hyphen’ is likened to a gap or bridge between ethnic groups, created from the ongoing intertwining of sociopolitical and intellectual histories. This ‘gap or bridge’ wording captures the paradoxical nature of the intercultural space, for which the ‘hyphen’ is a shorthand symbol or sign. There are options on either side to engage or disengage across the intercultural space represented by the hyphen—but how, and with what results? In Aotearoa New Zealand, tensions invoked by the indigenous-settler hyphen are worked through every day in a multitudinous range of real-world scenarios. The purpose of this article is to combine critical Māori readings with critical Pākehā readings to discuss the intercultural hyphen as a theoretical concept in education, showing how Māori and Kaupapa Māori benefit from this concept, and arguing for stronger engagement of critical Māori scholarship in the field of philosophy and theory of education.  相似文献   

2.
This paper draws on the idea of neo-tribal capitalism to argue that in New Zealand educational disadvantage is typically understood through the lens of ethnicity and that policy-makers appear blind to disadvantage that is related to socio-economic status. A clear expression of this gap is the fact that while New Zealand has strategies to lift the achievement of Māori and Pasifika school students (many of whom come from relatively poor backgrounds), there is no strategy to lift the achievement of European/Pākehā students from similar backgrounds. Drawing official statistics, this paper argues that a significant proportion of those who do not succeed in New Zealand’s education are Europeans/Pākehās from poor socio-economic backgrounds.  相似文献   

3.
Abstract

Washday at the Pā (‘pā’ is used colloquially by Pākehā to refer to a Māori settlement) is the title of an old schoolbook, a picture reading book for younger schoolchildren, which was produced in 1964 by the state education system in Aotearoa-New Zealand in 1964, written and photographed by Ans Westra, who later became one of the most famous photographers in the country. Washday at the Pā provoked a national debate when the Minister of Education acceded to protests by the Māori Womens Welfare League against its use in classrooms by withdrawing it completely, and the story of this controversy has remained alive in national consciousness ever since. This research brings Māori feminist philosophy to the Washday debate: I take up Mana Wahine theory as a useful lens on the controversy, understood as an event about, with and for women, in the history of Māori education. The purpose of this article is to reread, using Mana Wahine theory, existing arguments about the book’s withdrawal, and to propose an original resolution of the question at the centre of debate: should the book have been withdrawn from schools, or not?  相似文献   

4.
This paper considers the question: What constitutes an optimal learning environment for Māori learners in foundation programmes? Using Kaupapa Māori methodology, nearly 100 adult Māori (Indigenous) students in Aotearoa/New Zealand were interviewed from a range of tertiary providers of foundation programmes. State-funded foundation programmes that scaffold adults into tertiary education are a partial response to Ministry of Education concerns about unsatisfactory high school statistics for some sections of the community. Connecting with Māori voices enabled the researchers to gain a deeper awareness of the reality of study experiences for these adult learners. It is argued that academic participation and success for adult Māori learners is increased when the learning and teaching environment mirrors the connectedness and belonging of a whānau (family) environment.  相似文献   

5.
In studies of minority language education, researchers tend to base their arguments on the assumption that knowledge empowers and ignorance disempowers. In this article, however, I show two alternative dynamics of knowledge and relations of dominance by drawing on my ethnographic fieldwork at a secondary school in Aotearoa/New Zealand in 1997–8. First, by analyzing the ways some Pākehā (white) parents complained about Māori speeches at school by saying ‘not everyone understands it’, I argue that relations of dominance can create the legitimacy even in ignorance and work to marginalize an already repressed minority language. Second, by showing how other Pākehā accepted the speeches even though they did not understand them, I argue that an acknowledgement of ignorance can be an act of embracing the unknowable cultural others by abandoning a sense of entitlement to know. From these observations, this paper suggests a reformulation of the understanding of the relationship between knowledge and power and calls for investigating various contours of ignorance situated in specific relations of dominance.  相似文献   

6.
This article emerges from a wider study on bicultural film archiving practice. It focuses on Jonathan Dennis as a subject of (my) archiving, and as a distinctive archivist himself in relation to a specific archive at a particular moment. Dennis practice differed significantly from North American and European conventions contemporaneous with his life work. The charismatic founding director of Ngā Taonga Sound & Vision (formerly The New Zealand Film Archive) Jonathan Dennis (1953–2002) became a conduit for tensions and debates during the 1981–2002 period in relation to indigenous and non indigenous presentation of (film) archival materials. This resulted in a film archive and curatorship practice which differed significantly from that of the North American and European archives he originally sought to emulate. As a Pākehā (non Māori/indigenous New Zealander) with a strong sense of social justice he argued for an awareness of geographical location and cultural context in his work. He supported a philosophical shift in archival practice, by engaging indigenous peoples in developing creative and innovative exhibitions and programmes from the 1980s period until his death.

Note: From 1988 the official name for the New Zealand Film Archive was Ngā Kaitiaki o ngā Taonga Whitiāhua (Guardians of the Treasured Images of Light). Since August 2014 the institution is called Ngā Taonga Sound & Vision, New Zealand Archive of Film, Television and Sound Ngā Taonga Whitiāhua Me Ngā Taonga Kōrero to acknowledge the acquisition of the state-owned Television NZ Archive and Sound Archives from Radio NZ. For brevity’s sake the Archive is referred to throughout as NTSV (Ngā Taonga Sound & Vision).

Key: NTSV PP JD refers to the NTSV Personal Papers of Jonathan Dennis (uncatalogued at time of writing).  相似文献   


7.
Between 1961 and 1984 the renowned New Zealand writer, Margaret Mahy, wrote over seventy-five pieces for the School Journal (a graded reading book provided free to New Zealand primary schools since its inception in 1907). It was a liberal humanist period in New Zealand education during which the 1940s’ and 1950s’ rolling reforms implemented by Clarence Beeby had had time to settle, and John Dewey’s progressive system, influenced by ideas associated with European romanticism, had taken hold. With a new appreciation of nationhood and the arts, School Publications sought to publish material that was not only instructional, but also of high literary quality, by reputable New Zealand authors such as Margaret Mahy. Indeed, the School Journal provided Mahy not only with an opportunity to publish her vividly imagined poetry and prose, but also with the additional challenge of writing for an audience of Māori and Pākehā primary school children who needed to learn to read. This article considers ways in which Mahy’s Journal work reflected (or did not reflect) the spirit of the times.  相似文献   

8.
This paper examines a New Zealand Pākehā (European) teacher's professional development experience working with Māori (indigenous people of New Zealand), and their protocols and practices. A Māori kaumatua (male leader) experienced in theatre direction, acting, and psychiatric nursing led Māori marginalised youth to disclose their personal stories, wrap them in tikanga (customs) and move forward to create theatre from their experiences. This paper discusses a participant observer process of living on a marae (Māori congregational place), working with Māori, experiencing Māori protocols and practices on a daily basis, and the recommendations for teachers dealing with cultural difference in the classroom.  相似文献   

9.
Higher education confers significant private and social benefits. Māori and Pacific peoples are under-represented within New Zealand universities and have poorer labour market outcomes (e.g., lower wages, under-represented in skilled professions). A New Zealand tertiary education priority is to boost Māori and Pacific success in an effort to improve outcomes for these graduates, their communities and society in general. Using information collected in the Graduate Longitudinal Study New Zealand, we compared Māori and Pacific university graduate outcomes with outcomes of other New Zealand graduates. Data were collected when the participants were in their final year of study (n?=?8719) and two years post-graduation (n?=?6104). Employment outcomes were comparable between Māori, Pacific and other New Zealand graduates at two years post-graduation; however, Māori and Pacific graduates had significantly higher student debt burden and financial strain over time. They were significantly more likely to help others (e.g., family) across a range of situations (e.g., lending money), and reported higher levels of volunteerism compared to their counterparts. Boosting higher education success for Māori and Pacific students has the potential to reduce ethnic inequalities in New Zealand labour market outcomes and may result in significant private benefits for these graduates and social benefits as a result of their contribution to society.  相似文献   

10.
This paper examines tensions between adult literacy policy in Aotearoa New Zealand and the philosophies and mission of one post-school institution, a Wānanga, an institution focused on the education of Māori, Aotearoa New Zealand's indigenous people. It uses policy documents, interview data and complexity thinking to explore the tensions created by a Wānanga's task to navigate between Māori particularism and economic universalism.  相似文献   

11.
This paper investigated the extent to which the engagement levels of a self-selected cohort of students enrolled in first-year law programmes at three New Zealand universities varied according to ethnicity. When viewed in the light of factors identified within the international literature as having a bearing on student engagement and, in consequence, academic success and retention, no significant differences were identified in the ways students of Pākehā (European), Māori, Pasifika, Chinese and Indian descent interacted with the law school at which they were enrolled. This was despite some identified differences in students’ backgrounds and motivations for study and in the external factors having an impact on their study. Nevertheless, the identified differences between the ethnicities in relation to personal and external factors can be utilised to enhance and/or improve the engagement of particular groups of students. Overall, the findings indicate a need for law schools to focus on student engagement in first-year programmes with a view to improving the engagement levels of students across all ethnicities.  相似文献   

12.
Abstract

Bicultural educational policy is part of a much broader ensemble of bicultural policies that were first developed by the Fourth Labour Government elected in 1984. These policies were an acknowledgement of, and response to, the historical injustices suffered by Māori people as a consequence of colonisation. Bicultural education policy is thought to be a means of addressing the ongoing challenge of educational underachievement of Māori students in the compulsory schooling sector. At present, the dominant discourse in New Zealand education frames the educational underachievement of Māori as a problem associated with cultural differences; however, this tends to obscure explanations that focus on socio-economic disparities. This paper shows how the dominant discourse relating to the underachievement of Māori students is established in policy and maintained through various auditing systems, and how this leaves little space for other explanations or solutions. The paper advocates a move away from an either/or approach to the problem of the educational underachievement of Māori and argues for greater critical engagement with bicultural education policy in order to open up space for conversations that address both the cultural and the socio-economic factors which may affect achievement.  相似文献   

13.
Māori, the indigenous population of New Zealand, are gaining university qualifications in greater numbers. This article describes the history of Māori university graduates, their current situation and the implications for indigenous futures. Section one provides a brief overview of historical policies and practices that, similar to those used on other indigenous populations, resulted in the widespread exclusion of Māori from university education until the 1970s and 1980s. Section two describes findings for Māori university graduates (n?=?626) from the Graduate Longitudinal Study New Zealand (GLSNZ). Results show that nearly half (48.4%) were the first member of their immediate family to attend university. Humanities/education (50.8%) was the most common domain of study followed by commerce (17.7%), science/engineering (15.4%), health sciences (10.9%), law (2.8%) and PhD study (2.4%). More Māori graduates were females (71%). One-third of graduates were parents, and being a parent was associated with a lower likelihood of studying science and engineering compared to those participants without children. The most common areas/fields that participants wished to work in post-graduation were education and training (28.3%), health care and medical (17.4%) and government (11.8%). Despite increases in higher education participation and completion, parity remains an issue. Similar to previous indigenous research findings, Māori are under-represented as graduates (7.1% of the total sample) and in particular as postgraduates (5.8%) considering that Māori constitute 14.9% of the New Zealand population. Contemporary indigenous graduates are critical for indigenous development. Over the next 10 years, the GLSNZ will follow graduates and provide insights into Māori graduate outcomes.  相似文献   

14.
The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.  相似文献   

15.
Abstract

This paper examines the justification for a culturally responsive educational initiative to raise the educational underachievement of Māori students in New Zealand. The initiative is justified by claims that the recognition in the classroom of a student’s cultural identity will lead to the student’s educational achievement. Using an account of a small study of teachers and their beliefs regarding New Zealand’s culturally responsive educational policy Kia Eke Panuku, we argue that such a claim is not established and it is the development of an epistemic identity which is more likely to be the means for Māori to attain educational success.  相似文献   

16.
Abstract

Within the New Zealand curriculum, hauora has been co-opted as an underlying and interdependent concept at the heart of the learning area of health and physical education. Hauora is identified as a Māori philosophy of well-being, advocating a Māori world view of hauora. Contemporary understandings of hauora as a Māori philosophy of health are constructed within dominant English-medium curriculum discourses. At first glance the juxtaposition of ‘hauora’ with ‘well-being’, and hauora being defined as ‘a Māori philosophy of health’ seems like an opportunity to promote an indigenous perspective of health into English-medium curriculum, but the philosophical questions of what knowledge is valued, why we should teach it, and its worth of what is taught for human well-being, remain fraught. The notion of hauora is much richer than the word ‘health’ allows. I explore some issues associated with the equivalence between hauora and health, and some of the potential nuances of hauora in light of a counter-colonial Māori philosophy of holism. I invite the reader to consider the terms ‘whakapapa’ and ‘wairua’ in light of a proposed metaphysics. I show that the terms—and the objects they point to—share a relationship with each other and that recognition of that interdependence are necessary to their well-being.  相似文献   

17.
ABSTRACT

University student perceptions of effective teaching have been explored in previous studies, however, research is lacking regarding how perceptions of teaching efficacy vary by ethnicity and programme of study. In this study, student perceptions of effective teaching are explored between STEM (Science, Technology, Engineering, and Mathematics) and non-STEM major students of four ethnic groups: Europeans, Asians, Māori, and Pasifika. The study sample comprised 2073 students from a New Zealand university who completed a survey in 2016. Firstly, the findings indicated that non-STEM major students were more likely to report culturally knowledgeable as an important characteristic compared to STEM major students. Secondly, the distribution referring to content knowledgeable, creative, culturally knowledgeable, and passionate as characteristics of effective teaching was different between the four ethnic groups. In detail, Europeans and Māori were more likely to refer to content knowledgeable than Pasifika students, while Pasifika students were more likely to refer to culturally knowledgeable compared to Europeans. Furthermore, the highest percentage of referring to creative as a characteristic of effective teaching was for Asians, and the highest percentage of referring to passionate was for Māori students. The findings imply that lecturers should be well informed about these differences to be able to improve the quality of their teaching and student learning.  相似文献   

18.
This second research paper on science education in Māori‐medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to deal with ‘the Māori crisis’ within science education. Recent NCEA results suggest Pūtaiao (Māori‐medium Science) education, for which a national curriculum statement was published in 1996, has so far increased, rather than decreased, the level of inequity for Māori students in science education. What specific issues impact on this lack of success, which contrasts with the overall success of Kura Kaupapa Māori, and how might policy frameworks and operational systems of Pūtaiao need to change, if better achievement in science education for Māori‐medium students is the goal? A pathway towards further research and development in this area is suggested.  相似文献   

19.
In this paper, we present preliminary findings from a unique collaborative research project involving six Deaf Māori rangatahi (youth) in Tāmaki Makaurau (Auckland), Aotearoa New Zealand. This study utilized kaupapa whānau (research family) protocols, established in consultation with two cultural advisory groups within New Zealand and the young people themselves, combined with elements of photovoice methodology, to explore the identities of these youth. Emerging findings highlight the complex nature of these youth’s cultural identity as well as specific issues related to access to and participation within te ao Māori (the Māori world). Specific and critical reflections on the research process are also included.  相似文献   

20.
This paper questions notions of individualism underpinning technocratic approaches to education that marginalise indigenous and migrant peoples?? knowledges in tertiary education. Focusing on New Zealand (Aotearoa) with its colonial and immigrant history, its M??ori and Pacific Islander citizens, the authors ask whether education, as its process is being communicated there, leaves indigenous and migrant people vulnerable and marginalised in the dominant, English-speaking, New Zealand European (P??keh??) mainstream society. The question is whether education refers to capacity-building and strengthening the potential of marginalised students?? language and culture; or whether it is only geared towards sustaining English-language ascendancy and technical virtuosity. Taking on board the cultural heritage of Pacific Islanders (Pasifika) resident in New Zealand, a new teacher training diploma was introduced by the Auckland University of Technology in 2004. Both authors are involved in the panel meetings (Fono) where the papers presented during the diploma course are evaluated.  相似文献   

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