Literaturnachweis - Detailanzeige
Autor/in | MacDonald, Liana |
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Titel | Whose Story Counts? Staking a Claim for Diverse Bicultural Narratives in New Zealand Secondary Schools |
Quelle | In: Race, Ethnicity and Education, 25 (2022) 1, S.55-72 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (MacDonald, Liana) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1361-3324 |
DOI | 10.1080/13613324.2020.1798387 |
Schlagwörter | Biculturalism; Secondary School Students; Foreign Countries; Ethnic Groups; Pacific Islanders; Treaties; Land Settlement; Indigenous Populations; Teacher Attitudes; Classroom Communication; Whites; Foreign Policy; History; Hidden Curriculum; Student Attitudes; English Teachers; Malayo Polynesian Languages; Student Characteristics; Second Language Learning; New Zealand Bikulturalität; Sekundarschüler; Ausland; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Abkommen; Siedlungsraum; Sinti und Roma; Lehrerverhalten; Klassengespräch; White; Weißer; Außenpolitik; Geschichte; Geschichtsdarstellung; Heimlicher Lehrplan; Schülerverhalten; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Zweitsprachenerwerb; Neuseeland |
Abstract | In 1840, the British Crown and Maori rangatira (chiefs) across Aotearoa New Zealand signed a treaty that promised indigenous Maori sovereignty over their lands. In the 1980s, the government moved towards the view that the treaty signing symbolised two races coming together in 'partnership'. Partnership is a point of contention in settler-indigenous relations, with claims that state institutions favour the interests of the dominant culture. This paper draws on the experiences of Maori teachers of English in secondary schools, to examine how everyday classroom interactions reproduce an imagined partnership between Maori and Pakeha (descendants of European settlers). Findings reveal that teachers and students enact a bicultural narrative that maintains lop-sided notions of partnership to advance Pakeha group interests. The paper concludes by arguing that breaking the silencing of violent colonial histories would authorise a new narrative of biculturalism; one with the potential to transform the idealism of 1840 into practice. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |