The Doing of Curriculum Mathematics: The Case of an Indigenous Maori School in Aotearoa/New Zealand

Autor/in	Tweed, Brian
Titel	The Doing of Curriculum Mathematics: The Case of an Indigenous Maori School in Aotearoa/New Zealand
Quelle	In: British Journal of Sociology of Education, 42 (2021) 5-6, S.914-931 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tweed, Brian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1941764
Schlagwörter	Mathematics Curriculum; Indigenous Populations; Pacific Islanders; Foreign Countries; Culturally Relevant Education; Indigenous Knowledge; Educational Sociology; Teaching Experience; Elementary Secondary Education; New Zealand + Suchen Sie Ihr Suchwort? Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ausland; Bildungssoziologie; Erziehungssoziologie; Neuseeland
Abstract	This article discusses a research project in which curriculum mathematics education in an Indigenous Maori school in Aotearoa/New Zealand was conceptualised as a site of struggle. A bricolage of concepts from the sociology of education and Maori knowledge was used to interpret ethnographic data from this school. Findings suggest that struggle derives from two conflicting ontological commitments about the nature of a person. Curriculum mathematics education carried with it a commitment to the person as a collection of official knowledge and associated interactional modes. The ethos of the school carried a commitment to the person as genealogically embedded unique being. Centring Maori ontological commitments. knowledge and people as the source of legitimation suggests the possibility that such schools could use Indigenous ontologies and their associated epistemologies to generate their own terms of engagement with, and Indigenous knowledge of, the discipline of mathematics itself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01