Beyond Legitimation: A Tribal Response to Maori Education in Aotearoa New Zealand

Autor/in	Jahnke, Huia Tomlins
Titel	Beyond Legitimation: A Tribal Response to Maori Education in Aotearoa New Zealand
Quelle	In: Australian Journal of Indigenous Education, 41 (2012) 2, S.146-155 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2012.28
Schlagwörter	Intervention; Teaching Methods; Foreign Countries; Tribes; Case Studies; Standards; Culturally Relevant Education; Cultural Awareness; Malayo Polynesian Languages; Pacific Islanders; Ethnic Groups; Underachievement; New Zealand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Tribal society; Stammesgesellschaft; Case study; Fallstudie; Case Study; Standard; Cultural identity; Kulturelle Identität; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Performance deficiency; Leistungsschwäche; Neuseeland
Abstract	This article describes an intervention strategy, initiated under the New Zealand Government's tribal partnership scheme, which promotes a culture-based/place-based approach to education in mainstream schools and early childhood centres in one tribal region. Through place-based education children are immersed in local heritage, including language and culture, landscapes, opportunities and experiences. The strategy is a tribal response to the overwhelming evidence of Maori underachievement in education in the tribal catchment. A case study is presented of a place-based/culture-based initiative called the Ngati Kahungunu Cultural Standards Project (NKCSP). It is argued that the development of cultural standards offers an opportunity by which teachers and others within the education sector can develop and incorporate practice that reflects, promotes and values the student's culture. The core assumption underpinning the project is that cultural knowledge contributes to Maori student success in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10