Literaturnachweis - Detailanzeige
| Autor/inn/en | Torepe, Toni K.; Manning, Richard F. |
|---|---|
| Titel | Cultural Taxation: The Experiences of Maori Teachers in the Waitaha (Canterbury) Province of New Zealand and Their Relevance for Similar Australian Research |
| Quelle | In: Australian Journal of Indigenous Education, 47 (2018) 2, S.109-119 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1326-0111 |
| Schlagwörter | Ethnic Groups; Pacific Islanders; Foreign Countries; Language Teachers; Indigenous Populations; Language of Instruction; Malayo Polynesian Languages; Cultural Relevance; English (Second Language); Second Language Learning; New Zealand; Australia |
| Abstract | This article draws on data from a research study (Torepe, 2011) that investigated the lived experiences of six Maori teachers who recently graduated from the Hoaka Pounamu (Graduate Diploma in Immersion and Bilingual Teaching) course at the University of Canterbury, New Zealand. The primary objective was to gain a deeper understanding of the lived experiences and various challenges confronting this group of experienced Maori language teachers working in English-medium, state-funded schools. This article describes the qualitative research methodology that was underpinned by a Kaupapa Maori narrative research philosophy. It then explains why the study's findings support and strengthen those of previous studies conducted in Australia. Most notably, they draw attention to the concept of cultural taxation and the Crown's principles for action on the Treaty of Waitangi. Given the large number of Maori children attending Australian schools and similar challenges confronting Indigenous Australian teachers, this research will be of interest to an Australian audience. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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