Show simple item record  

dc.contributor.authorChalmers, Lex
dc.contributor.authorGreensill, Angeline Ngahina
dc.coverage.spatialConference held at Istanbul, Turkeyen_NZ
dc.date.accessioned2012-04-20T04:21:51Z
dc.date.available2012-04-20T04:21:51Z
dc.date.issued2010
dc.identifier.citationChalmers, L. & Greensill, A. (2010). Kaupapa Māori and a new curriculum in Aotearoa/New Zealand. In A. Demirci, L. Chalmers, Y. Ari & J. Lidstone (Eds.), Building Bridges between Cultures through Geographical Education, Proceedings of the IGU-CGE Istanbul Symposium, July 8-10, 2010, Istanbul, Turkey (pp. 143-152). Istanbul: Fatih University.en_NZ
dc.identifier.isbn978-975-303-110-3
dc.identifier.urihttps://hdl.handle.net/10289/6240
dc.description.abstractWhile geographical education is our focus in this paper, the broader colonial history of education is the backdrop against which we first view the principles of Māori geographies in education. The essay underscores the importance of ‘authenticity’, the participation of local communities and local studies connected to local environments and histories. We use an educational program of the Raglan Area School on Whaingaroa Harbour as an illustrative example. The geographies of Whaingaroa Harbour provide an exemplary context for programs in geographical education and we suggest that the new curriculum in both English and Te Reo Māori (Māori language) can enhance the movement towards bi-cultural education in Aotearoa/New Zealand. Our argument is that the 2007 curriculum creates the opportunity; the impediments lie in providing appropriate resources and developing community support for the delivery of the bicultural educational approaches. is an important issue in debates about educational policy and implementing a new curriculum in Aotearoa/New Zealand. This paper explores how the development of the 2007 curriculum in Aotearoa/New Zealand attempted to address curriculum, teaching and learning options for Māori. Māori are a significant national community with needs and aspirations in education. Māori have tangata whenua status in Aotearoa/New Zealand, where this term acknowledges the arrival and settlement of migrant people of the Pacific centuries prior to significant European colonization in the 19th Century. While progress has been made in Māori education since the significant Treaty of Waitangi Act in 1975, we wish to explore the potential of Kaupapa Māori (Māori practice) in the development of a new curriculum, Te Marautanga o Aotearoa.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherIGU Commission on Geographical Education, Fatih Universityen_NZ
dc.relation.urihttp://igucge2010.fatih.edu.tr/IGUCGE_istanbul_symposium.pdfen_NZ
dc.sourceProceedings of the IGU-CGE Istanbul Symposium: Building Bridges between Cultures through Geographical Educationen_NZ
dc.subjectcurriculum reviewen_NZ
dc.subjectlocal fooden_NZ
dc.subjectenvironmenten_NZ
dc.subjectbi-cultural educationen_NZ
dc.titleKaupapa Māori and a new curriculum in Aotearoa/New Zealanden_NZ
dc.typeConference Contributionen_NZ
pubs.elements-id21948
pubs.finish-date2010-07-10en_NZ
pubs.start-date2010-07-08en_NZ


Files in this item

This item appears in the following Collection(s)

Show simple item record