Nga Tuakiri o te Tangata: Being Maori in Early Childhood Education

Autor/in	Rameka, Lesley
Titel	Nga Tuakiri o te Tangata: Being Maori in Early Childhood Education
Quelle	In: Australian Journal of Indigenous Education, 46 (2017) 1, S.104-114 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Pacific Islanders; Ethnic Groups; Foreign Countries; Self Concept; Foreign Policy; Land Settlement; Early Childhood Education; Cultural Awareness; Values; Cultural Pluralism; Cultural Influences; New Zealand + Suchen Sie Ihr Suchwort? Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Ausland; Selbstkonzept; Außenpolitik; Siedlungsraum; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Cultural identity; Kulturelle Identität; Wertbegriff; Kulturpluralismus; Cultural influence; Kultureinfluss; Neuseeland
Abstract	Before the arrival of Europeans in Aotearoa, New Zealand and their subsequent settlement in the 1800s, there was no concept of a Maori identity. Over time, however, as a result of rapid colonisation, Maori became a minority population in New Zealand. Consequently, the term Maori as normal or usual, began to lose its meaning (Webber, 2008), and another meaning began to emerge based on contrasts with the Pakeha settler population. This paper explores the complex and increasingly diverse nature of Maori identities in contemporary Aotearoa/New Zealand, including contemporary early childhood contexts. It discusses the importance of negotiating the terrains of cultural knowledge, values and understandings in order to define what "being Maori" means for teachers and children in an increasingly diverse and complex settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01