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dc.contributor.authorFraser, Deborah
dc.date.accessioned2012-11-06T20:31:14Z
dc.date.available2012-11-06T20:31:14Z
dc.date.copyright2004-03
dc.date.issued2004
dc.identifier.citationFraser, D. (2004). Secular schools, spirituality and Maori values. Journal of Moral Education, 33 (1), 87-95.en_NZ
dc.identifier.issn1465-3877
dc.identifier.urihttps://hdl.handle.net/10289/6800
dc.description.abstractNew Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school.en_NZ
dc.language.isoen
dc.publisherCarfax Publishingen_NZ
dc.relation.ispartofJournal of Moral Education
dc.titleSecular schools, spirituality and Maori valuesen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/0305724042000199996en_NZ
dc.relation.isPartOfJournal of Moral Educationen_NZ
pubs.begin-page87en_NZ
pubs.editionMarchen_NZ
pubs.elements-id29790
pubs.end-page95en_NZ
pubs.issue1en_NZ
pubs.volume33en_NZ


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