Hegemony and Education in New Zealand (original) (raw)
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The state vs maori in education
Seminar at Te Whare Wananga o Awanuiarangi.
The role of the state in the ongoing colonisation of Maori, and the part played by education.
A future for Maori Education Part II: The reintergration of Culture and Education
Education of the individual is of fundamental importance to the future of the Māori people in their determination to secure for themselves an economic future that removes them from the bottom of the socioeconomic ladder. In two papers dedicated to the advancement of Māori education, poor educational performance and marginal economic success by Māori is attributed, in large part, to the imposition of culturally inappropriate Eurocentric expectations on the minority, resulting in identity loss and disengagement within the schools and universities. For Māori, the resurgent propagation of only one culture by government and cultural hegemony by the majority has resulted in social dichotomy. Māori culture has been marginalized and a monoculture now prevails driven by the determination of government to eliminate all race-based programs from the government agenda. Education and culture are inextricably interwoven and their dissociation from each other has been culturally detrimental. With the attempts by mainstream to impose Eurocentric cultural values and education on Māori, a dissociation of education from culture became inevitable. While a European education was needed to function in a Eurocentric society the end result, descriptive of all indigenous people emerging from colonization, has been one of disillusionment and disengagement.
Maori Education: Setting an Agenda^
2016
Current educational policies and practices in AotearoafNew Zealand were developed and continue to be developed within a frameiuork of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Maori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successfid participation by Maori students in mainstream classrooms. This model constitutes the classroom as a place ivhere young people's sense-making processes (cultures) are iri'corporated and enhanced, where the existing knowledges of young people are seen as "acceptable " and "official " and where the teacher interacts with students in such a way that neiu knowledge is co-created. Such a classroom will generate totally different interaction and participatio...
Practicing Indigeneity: Lessons from a Māori – School Governance Partnership
Cultural and Pedagogical Inquiry
An account of an inner city ‘mainstream’ primary school, in Auckland, Aotearoa New Zealand, that is organized around a co-governance relationship based on the Treaty of Waitangi (1840). In this school, two forms of authority (Māori and Crown), and ways of constituting social and educational space are recognized and practiced. Because these governance arrangements position Māori autonomously and relationally, Māori are actively and creatively determining their own educational priorities and practices with significant success. This account can be read as a productive example of the possibilities for ethical and political practice, in a range of sites across our Indigenous worlds.
New Zealand Journal of Educational Studies, 2019
E ngā mana E ngā reo E ngā karangatanga maha Tēnā koutou E tika ana me mihi ki te arikinui a Kingi Tūheitia e noho ana i runga i te ahurewa tapu o ōna Mātua Tūpuna, anō ki Te Makau Ariki me ā rāua tamariki mokopuna, puta noa ki te Whare Ariki nui tonu, Pai marire ki a rātou. He mihi mutunga kore tēnei ki te hau kāinga, ko Ngāti Wairere, ko Ngāti Haua, Nā koutou mātou i manaaki, i runga i ō koutou whenua tēnā koutou, tēnā koutou, tēnā tātou katoa. Ka huri ngā mihi ki ō tātou tini mate o te motu. Ki ngā mate o te wiki, o te mārama o te tau, huri noa i te motu, haere e ngā mate, haere, haere, haere atu rā Ka hoki mai ki a tatou te hunga ora, He mihi maioha ki ngā manuhiri kua tae tawhiti mai, me ō koutou manawanui ki te kaupapa nei, tēnā koutou Kei te mihi matakuikui tēnei ki a koutou o te Kura o Kia Aroha kua tae mai kia whakapūaki i o koutou mahi rangahau, nā mātou te honore kua tae mai koutou ki tēnei huihuinga, ko koutou ngā rangatira o apōpō. Ki ngā kaihautu o tēnei waka rangahau, ko te kaunihera o NZARE me ngā kaiawhakahaere o te hui nei, tēnā koutou. Nā koutou tēnei honore i homai ki ahau i tēnei rangi kia tū hei kaikōrero mō te kauhau Herbison, tēnā koutou. Ki a tātou ngā hunga rangahau mātauranga, e hui tahi nei i runga i te karanga o ngā kupu o Te Puea Herangi, ngā kaimahi o ngā kura me ngā wānanga o te motu, tēnā koutou, tēnā koutou, tēnā tātou katoa.
International Journal of Leadership in Education, 2016
This paper discusses expectations, policies and practices that currently underpin education within the New Zealand context. It acknowledges the ongoing failure of this policy framework to positively influence reform for Indigenous Māori students in regular, state-funded schools and highlights the need for extensive change in the positioning and expectations of educators if Māori learners are to realise their true potential. The paper then considers leadership models to reimagine and lead a transformative educational reform that aims to include the aspirations and contributions of all members of the school's communities, especially those who have historically been marginalized. Finally it considers the implications of this model for international application. The New Zealand context Achievement disparities, between specific groups of students in New Zealand, continue over time to be well documented within regular, state-funded schooling. Even though these groups of students are clearly identified both nationally and within schools, little has effectively disrupted this trend or promoted significant positive change (Auditor-General, 2012; Berryman, 2008). The Program for International Student Assessment (PISA) testing across the Organization for Economic Cooperation and Development (OECD) countries continues to show New Zealand's education system as one that delivers high quality but low-equity, in terms of education outcomes (Organisation for Economic Cooperation and Development, 2009). Low-equity systems have students who are being underserved by the education system. Although PISA highlights the marginalization of groups of students specifically in education, in New Zealand this is neither a recent phenomenon nor is it confined to education (Bishop, Berryman & Wearmouth, 2014). Descriptions of high quality and low-equity education systems, driven by deficit-oriented approaches, are familiar to educators across the world (Sleeter, 2011). The learners disproportionately underserved in New Zealand's secondary-schools continue to be Māori.
Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand
Teaching and Teacher Education, 2009
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 M aori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous M aori 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 M aori 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 M aori 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.
1999 Professorial address: Nau te rourou, naku te rourou ... Māori education: Setting an agenda
Waikato Journal of Education, 2015
Current educational policies and practices in AotearoafNew Zealand were developed and continue to be developed within a frameiuork of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Maori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successfid participation by Maori students in mainstream classrooms. This model constitutes the classroom as a place ivhere young people's sense-making processes (cultures) are iri'corporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that neiu knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.