Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-26T07:05:58.324Z Has data issue: false hasContentIssue false
  • English
  • Français

Beyond Legitimation: A Tribal Response to Māori Education in Aotearoa New Zealand

Published online by Cambridge University Press:  22 January 2013

Huia Tomlins Jahnke
Huia Tomlins Jahnke*
Affiliation:
(Ngāti Kahungunu, Ngāti Toa Rangatira, Ngai Tahu, Ngāti Hine) School of Maori and Multicultural Education. College of Education, Massey University, New Zealand
*
address for correspondence: Huia Tomlins Jahnke, Māori Studies, School of Maori and Multicultural Education College of Education, Massey University, Private Bag 11222, Palmerston North, New Zealand. Email: h.t.jahnke@massey.ac.nz
Get access

Abstract

This article describes an intervention strategy, initiated under the New Zealand Government's tribal partnership scheme, which promotes a culture-based/place-based approach to education in mainstream schools and early childhood centres in one tribal region. Through place-based education children are immersed in local heritage, including language and culture, landscapes, opportunities and experiences. The strategy is a tribal response to the overwhelming evidence of Māori underachievement in education in the tribal catchment. A case study is presented of a place-based/culture-based initiative called the Ngāti Kahungunu Cultural Standards Project (NKCSP). It is argued that the development of cultural standards offers an opportunity by which teachers and others within the education sector can develop and incorporate practice that reflects, promotes and values the student's culture. The core assumption underpinning the project is that cultural knowledge contributes to Māori student success in education.

Keywords

Maori educationindigenous educationtribal developmentplace-based educationcommunity engagementtribal research
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 41 , Issue 2 , December 2012 , pp. 146 - 155
Copyright
Copyright © The Authors 2013

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alaska Native Knowledge Network (ANKN). (1998). Alaska standards for culturally-responsive schools. Anchorage, Alaska: Alaska Native Knowledge Network.Google Scholar
Barrington, J.B. (1974). Maori schools in a changing society: An historical review. Wellington, New Zealand: New Zealand Council for Education Research.Google Scholar
Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Ottawa, Canada: Ministry of Indian Affairs.Google Scholar
Bishop, R., & Berryman, M. (2006). Culture speaks. Wellington, New Zealand: Huia Publishers.Google Scholar
Crooks, T., & Flockton, L. (2002). Assessment Results for Maori. Dunedin, New Zealand: Otago University.Google Scholar
Dominion Post. (2010, April 19). NCEA results.Google Scholar
Durie, M.H., Black, T.E., Christenson, I., Durie, A.E., Fitzgerald, E.D., & Taiapa, J.T. (1995). Te Hoe Nuku Roa framework: A Maori identity measure. Journal of the Polynesian Society, 104, 461–470.Google Scholar
Education Review Office (ERO). (2002). The performance of Kura Kaupapa Maori. Wellington, New Zealand: Author.Google Scholar
Freire, P. (1994). Paulo Freire on higher education: A dialogue at the National University of Mexico. Albany, NY: State University of New York Press.Google Scholar
Harker, R. (1980). Culture and knowledge in the New Zealand school curriculum. Delta, 27.Google Scholar
Herbert, M. (1996). Setting limits: Promoting positive parenting. Leicester, UK: BPS Books.Google Scholar
Hohepa, M., & Jenkins, K. (2004). Raising Maori students achievement in Te Tai Tokerau: A summary of the evaluation of te Putahitanga Matauranga. Wellington, New Zealand: Ministry of Education.Google Scholar
Hunn, J. (1961). Report on Department of Maori Affairs: Appendix to the Journals of the House of Representatives. Wellington, New Zealand: New Zealand Government.Google Scholar
Jackson, M.M.P., & Ruru, M. (1999). Ma te Rango te Waka ka Rere; The Report of the Ngati Kahungunu Constitutional Review Committee. Hastings, New Zealand: Ngati Kahungunu Iwi Incorporated.Google Scholar
Jahnke, R., & Tomlins-Jahnke, H. (2003). The politics of Maori image and design. He Pukenga Korero, 5–31.Google Scholar
Kawagley, O. (1995). A Yupiaq Worldview: A pathway to ecology and spirit. Long Grove, IL: Waveland Press.Google Scholar
Kenrick, P. (2011). Beginning teachers’ preparedness to teach Maori children. Unpublished thesis, Massey University, New Zealand.Google Scholar
Laben, N. (2009). Literature review for the Ngati Kahungunu Cultural Standards Project. Hastings, New Zealand: Ngati Kahungunu Iwi Incorporated.Google Scholar
Lewthwaite, B. (2007). From school in a community to a community-based school: The influence of an aboriginal principal on culture-based school development. Canadian Journal of Educational Administration and Policy, 64, 1–17.Google Scholar
Ministry of Education. (2007). Ka Hikitia; Managing for success: The draft Maori Education Strategy 2008–2012. Wellington, New Zealand: Author.Google Scholar
Ministry of Education. (2010). Nga Haeta Matauranga: The Annual Report on Maori Education, 2008/09. Wellington, New Zealand: Author.Google Scholar
Murray, S. (2005). Maori achievement and achievement of Maori immersion and bilingual schools. Wellington, New Zealand: Ministry of Education.Google Scholar
Ngati Kahungunu Iwi Incorporated (NKII). (2004). Background paper for the Ngati Kahungunu Matauranga Plan 2005–2008. Hastings, New Zealand: Author.Google Scholar
Ngati Kahungunu Iwi Incorporated (NKII). (2008). Ngati Kahungunu Cultural Standards Project Milestone 2 Report for the Ministry of Education. Hastings, New Zealand: Author.Google Scholar
Ngati Kahungunu Iwi Incorporated (NKII). (2009a). Ngati Kahungunu Cultural Standards Milestone Report to the Ministry of Education. Hastings, New Zealand: Author.Google Scholar
Ngati Kahungunu Iwi Incorporated (NKII). (2009b). Ngati Kahungunu Cultural Standards Project Policy Alignment Document. Hastings, New Zealand: Author.Google Scholar
Ngati Kahungunu Iwi Incorporated (NKII). (2009c). Te Topuni Tauwhainga Framework. Hastings, New Zealand: Author.Google Scholar
Ngati Kahungunu Iwi Incorporated (NKII). (2010). Ngati kahungunu Cultural Standards Milestone 2 Report for the Ministry of Education. Hastings, New Zealand: Author.Google Scholar
Ngati Kahungunu Iwi Incorporated (NKII). (2011). Ngati Kahungunu Cultural Standards Project Milestone Report to the Ministry of Education. Hastings, New Zealand: Author.Google Scholar
NZ Government. (2008, February 22). Te Aho Matua o nga Kura Kaupapa Maori. Section 155A of the Education Act. New Zealand Gazette No 32.Google Scholar
Penetito, W. (2010). What's Maori about Maori Education? Wellington, New Zealand: Victoria University Press.Google Scholar
Rangihau, J. (1975). Being Maori. In King, M. (Ed.), Te Ao Hurihuri: The world moves on. Aspects of Maoritangi (pp. 165–175). Auckland, New Zealand: Methuen.Google Scholar
Selby, M. (2010). Maori tertiary education issues. Tuia Te Ako: Maori Tertiary Educators Hui. Wellington, New Zealand: Ako Aotearoa.Google Scholar
Simon, J. (1990). The place of schooling in Maori-Pakeha relations. Unpublished PhD Thesis, University of Auckland, New Zealand.Google Scholar
Simon, J. (1990). The place of schooling in Maori-Pakeha relations. Unpublished PhD thesis, University of Auckland, New Zealand.Google Scholar
Simon, J. (1993). Provisions for Maori in State secondary schools: An ethnographic study. Auckland, New Zealand: Research Unit for Maori Education, University of Auckland.Google Scholar
Smith, G. (2000). Protecting and respecting indigenous knowledge. In Battiste, M. (Ed.), Reclaiming indigenous voice and vision (pp. 209–224). Vancouver, Canada: UBC Press.Google Scholar
Smith, L.T. (1999). Decolonizing methodologies: Research and Indigenous peoples. Dunedin, New Zealand: University of Otago Press.Google Scholar
Styres, S., & Haig Brown, C. (2010, May). Land as first teacher: The urban context. Paper presented at the Canadian Society for the Study of Education 38th Annual Conference, Concordia University, Montreal, Canada.Google Scholar
Thomson, R. (2001, May). Ngai Tuhoe. Iwi Partnerships. Education Gazette (Vol. 80).Google Scholar
Tomlins Jahnke, H. (2002). Ko Te Amorangi ki mua; Ngati Kahungunu Iwi Matauranga Plan 2003–2005. Hastings, New Zealand: Ngati Kahungunu Iwi Incorporated.Google Scholar
Tomlins-Jahnke, H. (2005). He Huarahi Motuhake; The politics of tribal agency in provider services. Unpublished PhD dissertation, Massey University, New Zealand.Google Scholar
Tomlins-Jahnke, H. (2007). The development of cultural standards in education. What are the issues? Matariki, 27–50.Google Scholar
Tomlins-Jahnke, H., & Warren, T.R. (2010). Kia Hao te Rangatahi: Maori Medium ITE Summit Report to the Minister and Associate Minister of Education. Palmerston North, New Zealand: Te Uru Maraurau School of Maori Education Massey University.Google Scholar
Tomoana, J. (2005). Ngati Kahungunu Education Profile. Hastings, New Zealand: Ngati Kahungunu Iwi Incorporated.Google Scholar
Te Puni Kokiri (TPK). (1998). Progress towards closing social and economic gaps between Maori and Non-Maori. Wellington, New Zealand: Te Puni Kokiri: Ministry of Maori Development.Google Scholar
Tuhiwai Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. Dunedin, New Zealand: University of Otago Press.Google Scholar
Tuuta, M., Bradnam, L., Hynds, A., Higgins, J., & Broughton, R. (2004). Evaluation of the Te Kauhua Maori in Mainstream Pilot Project: Report to the Ministry of Education. Wellington, New Zealand: Ministry of Education.Google Scholar
Whanganui Authority. (2005). Te Kaupapa Ahurea Taumata. Wanganui, New Zealand: Whanganui Iwi Education Authority.Google Scholar
Whanganui Authority. (2005). Te Kaupapa Ahurea Taumata. Wanganui, New Zealand: Whanganui Iwi Education Authority.Google Scholar