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This thesis explores the contemporary political rationality and government mechanisms that develop and impact upon educational policy for Maori. In engaging in a critique of political ideology and operational exposition, this thesis examines and discloses the mechanisms and rationalities of government in New Zealand through state policy theory, gender, race and ethnic writings, critical theory and theories of difference. Of significance to this work is the incorporation of Kaupapa Maori theory, which provides a traditional and contemporary insight into Maori views and praxis of emancipation. In realising the central interest and concern of Maori for real and effective intervention to address the crisis of schooling for Maori, analysis in this thesis examines the historical nature of Maori educational policy and critiques the contemporary educational political frameworks of the New Zealand Labour government. Furthermore, this research also examines government official’s perspectives in discussing the primary contemporary political mechanisms and rationalities that operate in controlling and developing educational policy for Maori. It is argued, that although these contemporary policy frameworks, rationalities and mechanisms may appear to be vastly different from historical colonisation and assimilation practices, they are informed by the same underlying structures and are intersected by similar tendencies and movements. In disclosing the perpetuating ethos of state Pakeha dominant interests and the absence of structural and cultural reform from within political educational policy development for Maori, this thesis argues that state initiatives in the new millennium, under the guise of transformation, commitment and hope still remain ineffective and oppressive for Maori.
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The presence of diverse needs, interests and perspectives in society is a key measure of a healthy representative democracy. Learning about diversity, and how society provides for diversity, is therefore a valuable characteristic of citizenship education (Arthur and Davison, 2000; Berding and Miedema, 1998; Feinberg, Fields and Roberts, 1997). This paper presents the findings of recent research about citizenship education in Aotearoa (New Zealand). In particular, it explores what presence the notion of diversity has in New Zealand’s citizenship education programme (social studies). In New Zealand, the provisions for diversity are under constant political debate. This includes the provisions for indigenous political representation, such as the Maori parliamentary seats. The research utilized critical discourse analysis and content analysis methods. A review of the social studies curriculum revealed a strong focus on identity, culture and heritage in New Zealand, but an absence of material about how diversity is provided for in society. This includes the socio-political provisions for diversity in New Zealand’s democratic arrangements, such as guaranteed indigenous representation. The implications of this absence are discussed in terms of citizens’ understandings of democracy, equality, and the preparation of citizens to discuss these issues further.
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This paper presents the findings of research about civics and citizenship education in Aotearoa New Zealand. Aspects of New Zealand's electoral system, such as the Maori representation, have long been the focus of political debate. This paper identifies the civics and citizenship education provided to New Zealand citizens about this debate. In New Zealand, civics and citizenship education is taught through the social studies curriculum. A review of the teaching units for social studies showed a considerable focus in New Zealand on aspects of citizenship such as identity, but an absence of material for civic knowledge such as the make-up of the electoral system. This absence includes a lack of material on the Maori electoral representation. These challenges are considered in context of the multidimensional citizenship model arising from the international Citizenship Education Policy Study (CEPS).
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This paper argues that self-determination to the greatest extent possible is a legitimate aspiration for Maori people. It is argued that in education this requires a philosophical and policy response more focused on Maori autonomy than can be provided within the bicultural framework that has lately informed Maori relationships with other actors in the education arena. The paper considers the place of kohanga reo, kura kaupapa Maori and wananga in relation to broader Maori aspirations for self-determination and discusses proposals that these aspirations be furthered through the establishment of a Maori Education Authority. It is also argued that opportunities for self-determination in New Zealand are compromised by the government's unwillingness to alter a tightly controlled centralised education market to provide genuine Māori autonomy over what type of education might be available and to what end.
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Topic
- education
- citizenship (1)
- civics (2)
- crown policy (3)
- curriculum (1)
- diversity (1)
- equality (1)
- government relations (1)
- hauora (1)
- health (1)
- history (1)
- kaupapa māori (1)
- land tenure (1)
- māori electorates (1)
- political parties (1)
- political power (1)
- political socialisation (1)
- race relations (1)
- rangatiratanga (2)
- self-determination (1)
- social policy (1)
- tiriti o waitangi/treaty of waitangi (2)
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- Book Section (1)
- Journal Article (3)
- Thesis (1)