Suchergebnisse

This paper focuses on evolving Māori centred qualitative research methods, and the cross-cultural relationship between two researchers who identify respectively as Māori and Pākehā New Zealanders. The researchers discuss methodology issues which surrounded the school based Te Whakapakari research project. The project's aim was to raise the academic achievement of Maori (indigenous New Zealanders) mainstreamed children. The writers discuss their theoretical and personal backgrounds, and the accommodations they each made to meet the goals of the project. The writers argue that the face-to-face aspects ( he kanohi kitea) of the project were integral to the project's success. The qualitative research based project included action research, and Māori-based professional development. A Freirean approach was integral to professional development. The writers worked alongside six teachers and school leaders.

This paper examines the development of two iterations of mathematicscurricula over a 15-year period for classrooms teaching in te reo Māori, the endangeredIndigenous language of Aotearoa New Zealand. Similarities and differences between thetwo iterations are identified. Although parameters set by the New Zealand Ministry ofEducation about what the curricula would look like and how they would be developedwere not always commensurate with Māori aspirations, analysis suggests that Māoriwere able to use opportunities to ensure that their agendas for language development andrevitalisation were achieved. Spaces were made available because of the government'sideological assumptions, but were used by Māori to achieve their ideological aims.However, neither iteration was smooth, with Māori having to determine how to operatewithin these contested spaces. The result of Māori requirements to have languagerecognised as an important issue was that both process and product of curriculumdevelopment were affected.

This paper examines the development of mathematics curricula for classrooms teaching in te reo Māori, the endangered Indigenous language of New Zealand. Although the parameters set by the New Zealand Ministry of Education about what the curricula would look like and how they would be developed were not always commensurate with Maori aspirations, the analysis suggests that Māori were able to identify spaces to ensure that their agendas for language development and revitalisation were achieved. These contested spaces were made available because of the government's ideological assumptions, but then were used by Māori to achieve their ideological aims.

In this article, I argue that emancipatory possibilities for Mäori, the Indigenous people of New Zealand, rely on structural changes that enable them to have control over resources, decision making, and meaning, and that emancipation is a journey traveled by oppressed groups as they exercise their collective agency. The 1990s development of Pängarau, the national mathematics curriculum policy in the medium of Mäori, provides the context for this discussion. Recent developments indicate that state structures have shifted towards giving Mäori more control in curriculum writing. Key words: collective agency, state structures, Indigenous curriculum development, New Zealand education, Mäori education, mathematics education Dans cet article, l'auteure soutient que les possibilités d'émancipation des Maori, le peuple autochtone de la Nouvelle‐Zélande, reposent sur des changements structu‐ raux qui leur permettent d'avoir la haute main sur des ressources, la prise de déci‐ sions et l'orientation générale et que l'émancipation est un chemin parcouru par des groupes opprimés qui exercent une action collective. L'élaboration dans les années 1990 de Pängarau, la politique nationale relative à l'enseignement des mathématiques en maori, fournit le contexte de l'analyse présentée ici. Des faits récents indiquent que les structures de l'État évoluent vers la remise d'un contrôle accru aux Maori pour ce qui est de l'élaboration des programmes d'études. Mots clés : action collective, structures étatiques, élaboration de programmes d'études par des autochtones, éducation en Nouvelle‐Zélande, éducation dispensée aux Maori, enseignement des mathématiques