Skip to main content

Advertisement

SpringerLink
Log in

Restlessness, Resoluteness and Reason: Looking Back at 50 Years of Māori Education

  • Published:
New Zealand Journal of Educational Studies Aims and scope Submit manuscript

Abstract: Te tūāpapa

The growing recognition of Māori education approaches and ways of knowing can be seen both as a response to the erosion and loss of traditional knowledge philosophies through the processes of colonialism and internationalism, and as a means of reclaiming and revaluing Māori language, identity and culture. Improving the educational success of Māori learners and their whānau contributes to ensuring that the goals identified as being critical for Māori advancement, are accomplished. This paper explores the last 50 years of education provision for Māori, starting with historical touchstones that have influenced the recent past, a critique of the recent past itself, and observations of the present cultural drivers—those that harbour promises of a modern story that is authentically inclusive, and responsive to local and global obligations.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. ‘Tauiwi’ is the term generally used nowadays to identify non-Māori; however, for consistency in this paper, which covers 50 years of education provision, the term ‘non-Māori’ is used.

  2. The Treaty of Waitangi/Te Tiriti o Waitangi is an agreement between Māori and the British Crown signed in 1840. The three principles of the Treaty—partnership, protection and participation—are of particular significance to the education sector.

References

  • Airini, C., McNaughton, S., Langley, J., & Sauni, P. (2007). What educational reform means: Lessons from teachers, research and policy working together for student success. Journal of Educational Research for Policy and Practice, 6, 31–54.

    Article  Google Scholar 

  • Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, NZ: Ministry of Education.

    Google Scholar 

  • Alton-Lee, A., Nuthall, G., & Patrick, J. (1987). Take your brown hand off my book: Racism in the classroom, SET: Research Information for Teachers (No. 1, Item 8). Wellington, NZ: New Zealand Council for Educational Research.

  • Bevan-Brown, J. M. (2003). The cultural self-review: Providing culturally effective, inclusive, education for Māori learners. Wellington, NZ: New Zealand Council for Educational Research.

    Google Scholar 

  • Bevan-Brown, J., Berryman, M., Hickey, H., Macfarlane, S., & Smiler, K. (Eds.). (2015). Working with Māori children with special education needs: He mahi whakahirahira. Wellington, NZ: NZCER Press.

    Google Scholar 

  • Bishop, R. (1998). Freeing ourselves from neo-colonial domination in research: A Māori approach to creating knowledge. Qualitative Studies in Education, 11(2), 199–219.

    Article  Google Scholar 

  • Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2007). Te Kotahitanga phase 3: Establishing a culturally responsive pedagogy of relations in mainstream secondary school classrooms. Report to the Ministry of Education. Wellington, NZ: Ministry of Education.

  • Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: The experiences of Year 9 and Year 10 Māori students in mainstream classrooms. Report to the Ministry of Education. Wellington, NZ: Ministry of Education.

  • Bishop, R., Berryman, M., & Wearmouth, J. (2014). Te Kotahitanga: Towards effective education reform for indigenous and other minoritised students. Wellington, NZ: NZCER Press.

    Google Scholar 

  • Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North, NZ: Dunmore Press.

    Google Scholar 

  • Broad, K. & Evans, M. (2006). A review of the literature on professional development content and delivery modes for experienced teachers. Report prepared for the Ontario Ministry of Education. Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada.

  • Bull, A. (2009). Thinking together to become 21st century teachers. Teachers’ work: Working paper #1. Wellington, NZ: New Zealand Council for Educational Research.

    Google Scholar 

  • Corner, L. (2008). Closing the gaps—Lessons from New Zealand. Presentation to the Ministerial Council for Aboriginal and Torres Strait Islander Affairs. Wellington, NZ: Te Puni Kōkiri.

  • Department of Education. (1971a). The education of Māori children: A review. Wellington, NZ: School Publications Branch, Department of Education.

    Google Scholar 

  • Department of Education. (1971b). Māori children and the teacher. Wellington, NZ: School Publications Branch, Department of Education.

    Google Scholar 

  • Department of Education. (1972). Language programmes for Māori children. Wellington, NZ: Department of Education.

    Google Scholar 

  • Durie, M. (1984). Te taha hinengaro: An integrated approach to mental health. Community Mental Health in New Zealand, 1, 4–11.

    Google Scholar 

  • Durie, M. (1994). Whaiora: Māori health development. Auckland, NZ: Oxford University Press.

    Google Scholar 

  • Durie, M. (1998). Te mana, te kawanatanga: The politics of Māori self-determination. New Zealand: Oxford University Press.

    Google Scholar 

  • Durie, M. (2003). Ngā kāhui pou: Launching Māori futures. Wellington, NZ: Huia Publishers.

    Google Scholar 

  • Eisner, E. (1994). The educational imagination: On the design and evaluation of school programs (3rd ed.). New York, NY: Macmillan.

    Google Scholar 

  • Gomez, N. (2007). Healing hidden wounds. Cultural Survival Quarterly, 31(3), 3–15.

    Google Scholar 

  • Grace, W. (2005). He māpuna te tamaiti: Māori ecologies to support the child. Paper presented to the Commentary Group on the NZCF Key Competencies. Wellington, NZ: Ministry of Education.

  • Harris, F. (2007). (Re)-Constructing Māori children as achieving learners. Unpublished doctoral thesis, University of Canterbury, Christchurch, NZ.

  • Harris, F. (2008). Critical engagement with the historical and contemporary deficit construction of Māori children. Critical Literacy: Theories and Practices Journal, 2(1), 43–59.

    Google Scholar 

  • Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Australian Council for Educational Research Annual Conference, Carlton Crest Hotel, Melbourne, Australia.

  • Hunn, J. K. (1961). Report on Department of Māori Affairs. Wellington, NZ: R.E. Owen, Government Printer.

    Google Scholar 

  • Jenkins, K., & Ka’ai, T. (1994). Māori education: A cultural experience and dilemma for the state—A new direction for Māori society. In E. Coxon, K. Jenkins, J. Marshall, & L. Massey (Eds.), The politics of learning and teaching in Aotearoa-New Zealand (pp. 148–176). Palmerston North, NZ: Dunmore Press.

    Google Scholar 

  • Jones, A., McCulloch, G., Marshall, J., Smith, G. H., & Smith, L. T. (1990). Myths and realities: Schooling in New Zealand. Palmerston North, NZ: Dunmore Press.

    Google Scholar 

  • Lawton, D., & Gordon, P. (2002). A history of western educational ideas. London, UK: Routledge.

    Google Scholar 

  • Levy, M. (1999). Policy for Māori: Values, assumptions and closing the gap. In N. Robertson (Ed). Māori and psychology: Research and practice. Proceedings of a symposium sponsored by the Māori and Psychology Research Unit, Department of Psychology, University of Waikato, Hamilton, New Zealand, 26 August 1999 (pp. 7–15). Hamilton, NZ: Māori and Psychology Research Unit, University of Waikato.

  • Macfarlane, A. H. (2012). ‘Other’ education down-under: Indigenising the discipline for psychologists and specialist educators. Other Education: The Journal of Educational Alternatives, 1(1), 205–225.

    Google Scholar 

  • Macfarlane, A., Glynn, T., Grace, W., Penetito, W., & Bateman, S. (2008). Indigenous epistemology in a national curriculum framework? Ethnicities, 8(1), 102–127.

    Article  Google Scholar 

  • Macfarlane, A., Macfarlane, S., & Gillon, G. (2014a). Inclusion, disability and culture: The nexus of potential and opportunity for policy development. In M. Morton (Ed.), Tales from school: Learning disability and state education after administrative reform (pp. 255–270). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Macfarlane, A., Macfarlane, S., Savage, C., & Glynn, T. (2012). Inclusive education and Māori communities in Aotearoa New Zealand: Introducing a paradigm of cultural affirmation. In S. Carrington & J. MacArthur (Eds.), Teaching in inclusive school communities (pp. 163–186). Brisbane, Australia: Wiley.

    Google Scholar 

  • Macfarlane, A., Webber, M., Cookson-Cox, C., & McRae, H. (2014b). Ka Awatea: An iwi case study of Māori success. Christchurch, NZ: University of Canterbury.

    Google Scholar 

  • Macfarlane, S. (2009). Te pikinga ki runga: Raising possibilities. SET: Research Information for Teachers, No. 2, 42–50. Wellington, NZ: New Zealand Council for Educational Research (NZCER) Press.

  • Macfarlane, S., & Macfarlane, A. (2014). Culturally responsive evidence based special education practice: Whaia ki te ara tika. Waikato Journal of Education (Special edition), 10–18.

  • Macfarlane, S., Macfarlane, A., & Gillon, G. (2015). Sharing the food baskets of knowledge: Creating space for a blending of streams. In A. Macfarlane, M. Webber, & S. Macfarlane (Eds.), Sociocultural realities: Exploring new horizons (pp. 52–67). Christchurch, NZ: Canterbury University Press.

    Google Scholar 

  • Margrain, V., & Dharan, V. (2011). Connecting curriculum: Responsive pedagogy for teachers engaging with challenging behaviour. In V. Margrain & A. Macfarlane (Eds.), Responsive pedagogy for engaging restoratively with challenging behaviour. Wellington, NZ: NZCER.

    Google Scholar 

  • Matamua, R. (2013). Hei taunaki i te ako: Assessment and moderation for te reo Māori in tertiary sector in Aotearoa, New Zealand. Oral presentation at Tuia Te Ako 2013 Conference, 9–11 April 2013. Otaki, New Zealand.

    Google Scholar 

  • May, S. (2004). Medium of instruction policy in New Zealand. In J. Tollefson & A. Tsui (Eds.), Medium of instruction policies: Which agenda? Whose agenda? (pp. 21–41). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • McMurchy-Pilkington, C. (2001). Māori education: Rejection, resistance, renaissance. In V. Carpenter, H. Dixon, E. Rata, & C. Rawlinson (Eds.), Theory in practice for educators (pp. 161–187). Palmerston North, NZ: Dunmore Press.

    Google Scholar 

  • Metge, J. (1990). Te kohao o te ngira. Culture and learning: Education for a multicultural society. Wellington, NZ: Learning Media, Ministry of Education.

  • Metge, J., & Kinloch, P. (1984). Talking past each other: Problems of cross-cultural communication. Wellington, NZ: Victoria University Press.

    Google Scholar 

  • Ministry of Education. (1993a). Ten point plan for Māori education. Wellington, NZ: Learning Media.

    Google Scholar 

  • Ministry of Education. (1993b). New Zealand curriculum. Wellington, NZ: Learning Media.

    Google Scholar 

  • Ministry of Education. (1996a). Te Whāriki: He Whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, NZ: Learning Media.

    Google Scholar 

  • Ministry of Education. (1996b). Exploring language: A handbook for teachers. Wellington, NZ: Learning Media.

    Google Scholar 

  • Ministry of Education. (1998). Quality in action/Te mahi whai hua: Implementing the revised statement of desirable objectives and practices in New Zealand early childhood services. Wellington, NZ: Learning Media.

    Google Scholar 

  • Ministry of Education. (2005). Key competencies. Wellington, NZ: Learning Media.

    Google Scholar 

  • Ministry of Education. (2007). New Zealand curriculum. Wellington, NZ: Learning Media.

    Google Scholar 

  • Ministry of Education. (2008a). Ka Hikitia: Managing for success. The Māori education strategy 2008–2012. Wellington, NZ: Ministry of Education.

  • Ministry of Education. (2008b). Te marautanga o Aotearoa. Wellington, NZ: Learning Media.

    Google Scholar 

  • Ministry of Education. (2013). Ka Hikitia: Accelerating success. The Māori education strategy 2013–2017. Wellington, NZ: Ministry of Education.

  • Nepe, T. M. (1991). Te toi huarewa tipuna: Kaupapa Māori, an educational intervention system. Auckland, NZ: Department of Education, The University of Auckland.

    Google Scholar 

  • Nieto, M., Cavanagh, T., Fickel, L., Macfarlane, S., Macfarlane, A., & Duckworth, F. (2015). International insights for new directions in education: A humanising approach. Iberoamerican Journal of Education, 66 (September–December 2014).

  • Nuthall, G. A. (1997). Understanding student thinking and learning in classrooms. In B. J. Biddle, T. L. Good, & J. F. Goodson (Eds.), The international handbook of teachers and teaching (pp. 681–768). Dordrecht, The Netherlands: Kluwer Academic Publishers.

    Chapter  Google Scholar 

  • Organization for Economic Co-operation and Development (OECD). (2006). Programme for international student assessment (PISA 2006). Paris, France: Author.

    Google Scholar 

  • Parrouty, J. (2014). Stress management with intelligence. The cognitive science behind wellness. Raleigh, NC: Lulu Publishing Company.

    Google Scholar 

  • Pearl, A. (1991). Systematic and instructional factors in Chicano school failure. In R. R. Valencia (Ed.), Chicano school failure and success: Research and policy agendas for the 1990s (pp. 273–320). London, UK: Falmer Press.

    Google Scholar 

  • Penetito, W. (2006). Ka Hikitia: A step in system performance for Māori education. Unpublished paper prepared for the Ministry of Education, Wellington, NZ.

  • Pere, R. R. (1982). Ako: Concepts and learning in the Māori tradition. Hamilton, NZ: Department of Sociology, University of Waikato.

    Google Scholar 

  • Pere, R. R. (1994). Ako: Concepts of learning in the Māori tradition. Wellington, NZ: Te Kohanga Reo National Trust Board.

    Google Scholar 

  • Phinney, J. S., & Rotheram, M. J. (Eds.). (1987). Students’ ethnic socialization: Pluralism and development. Beverly Hills, CA: Sage Publications.

    Google Scholar 

  • Pihama, L., Smith, K., Taki, M., & Lee, J. (2004). A literature review on kaupapa Māori and Māori education pedagogy. Wellington, NZ: Institutes of Technology and Polytechnics (ITPNZ).

  • Prochnow, J. E. (2006). Barriers toward including students with difficult behaviour in regular classrooms. New Zealand Journal of Educational Studies, 41(2), 329–347.

    Google Scholar 

  • Report of the Taskforce to Review Education. (1988). Administering for excellence: Effective administration in education [The Picot Report]. Wellington, NZ: Government Printer.

    Google Scholar 

  • Report to the Auditor General. (2012). Education for Māori: Context for our proposed audit work until 2017. Wellington, NZ: Office of the Auditor General.

    Google Scholar 

  • Royal-Tangaere, A. (1997). Te Kohanga Reo: More than a language nest; Early Childhood Folio 3. A Collection of Recent Research. Wellington, NZ: New Zealand Council for Educational Research.

  • Simon, J., & Smith, L. T. (Eds.). (2001). A civilising mission? Perceptions and representations of the New Zealand native schools’ system. Auckland, NZ: Auckland University Press.

    Google Scholar 

  • Smith, G. H. (1986). Taha Māori: A Pākehā privilege. Delta, 37, 11–23.

    Google Scholar 

  • Smith, G. H. (1991). Reform and Māori educational crisis: A grand illusion. Auckland, NZ: Research Unit for Māori Education, The University of Auckland.

    Google Scholar 

  • Smith, G. H. (1997). The development of kaupapa Māori: Theory and praxis. Unpublished doctoral thesis, The University of Auckland, Auckland, NZ.

  • Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. London, UK, and Dunedin, NZ: Zed Books, and University of Otago Press.

    Google Scholar 

  • Starnes, B. (2006). What we don’t know can hurt them: White teachers, Indian children. Phi Delta Kappan, 87(5), 384–392.

    Article  Google Scholar 

  • Te Kete Ipurangi. (2014). The key competencies. Retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Key-competencies. Accessed 11 May 2014.

  • Telford, M. & Caygill, R. (2007). PISA 2006: How ready are our 15-year-olds for tomorrow’s world? Education Counts. Retrieved from: http://www.educationcounts.govt.nz/publications/series/2543/pisa_2006.

  • Tooley, C. (2000). Māori education policy in the new millennium: Policy rationality and government mechanisms (Thesis submitted as partial fulfilment of a Master of Arts degree in education). The University of Auckland, Auckland, NZ.

  • Townsend, B. L. (2000). The disproportionate discipline of African American learners: Reducing school suspensions and expulsions. Exceptional Students, 66, 381–391.

    Google Scholar 

  • Wadham, B., Pudsey, J., & Boyd, R. (2007). Culture and education. Australia: Pearson Education.

    Google Scholar 

  • Walker, R. (1973). Biculturalism in education. In D. Bray & C. Hill (Eds.), Polynesian and Pakeha in New Zealand education: The sharing of cultures (Vol. 1, pp. 110–125). Auckland, NZ: Heinemann.

    Google Scholar 

  • Walker, R. (1990). Struggle without end. Auckland, NZ: Penguin.

    Google Scholar 

  • Walker, R. (1996). Ngā pepa a Ranginui. The Walker papers. Auckland, NZ: Penguin Books.

    Google Scholar 

  • Wheldall, K. & Merrett, F. (1989). Managing troublesome behaviour in primary and secondary classrooms. The Best of SET: Discipline, item 12. Wellington, NZ: New Zealand Council for Educational Research.

  • Ysseldyke, J., & Christensen, S. (1998). TIES II: The instructional environment system II (4th ed.). Longmont, CO: Sopris West.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Canterbury, Private Bag 4800, Christchurch, 8140, New Zealand

    Angus Hikairo Macfarlane

Authors
  1. Angus Hikairo Macfarlane
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Angus Hikairo Macfarlane.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Macfarlane, A.H. Restlessness, Resoluteness and Reason: Looking Back at 50 Years of Māori Education. NZ J Educ Stud 50, 177–193 (2015). https://doi.org/10.1007/s40841-015-0023-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40841-015-0023-y

Keywords

Search

Navigation