Whose Story Counts? Staking a Claim for Diverse Bicultural Narratives in New Zealand Secondary Schools

Autor/in	MacDonald, Liana
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01