Wetekia kia rere: The Potential for Place-Conscious Education Approaches to Reassure The Indigenization of Science Education in New Zealand Settings

Autor/inn/en	Macfarlane, Angus; Manning, Richard; Ataria, Jamie; Macfarlane, Sonja; Derby, Melissa; Clarke, Te Hurinui
Titel	Wetekia kia rere: The Potential for Place-Conscious Education Approaches to Reassure The Indigenization of Science Education in New Zealand Settings
Quelle	In: Cultural Studies of Science Education, 14 (2019) 2, S.449-464 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-019-09923-0
Schlagwörter	Place Based Education; Racial Bias; Science Education; Ethnic Groups; Pacific Islanders; Science Curriculum; Teaching Methods; Case Studies; Foreign Countries; Educational Experience; Guidelines; Treaties; Educational Strategies; Transformative Learning; Educational History; Foreign Policy; Environment; Indigenous Knowledge; Educational Environment; New Zealand + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Naturwissenschaftliche Bildung; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ausland; Bildungserfahrung; Richtlinien; Abkommen; Lehrstrategie; Pädagogische Transformation; History of education; Bildungsgeschichte; Außenpolitik; Umwelt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Neuseeland
Abstract	"Wetekia kia rere" is an expression in the Maori language that refers to "unleashing potential". This paper discusses questions of power relevant to challenges recently identified by government officials regarding learners' experiences of science education in New Zealand schools. We begin by summarising the Treaty relationship (Treaty of Waitangi, considered to be the country's founding document first signed in 1840) that informs the framing of New Zealand's science curriculum guidelines. Next we outline some official New Zealand education strategies along with several policy guidelines relevant to the aspirations of Maori communities for a transformative science curriculum. This is followed by a discussion of how the historical processes of ecological imperialism, environmental racism and institutional racism have combined to attenuate Maori experiences of science education. A review of international literature is then presented to support calls for the development of place-conscious approaches to science education which validate Maori knowledge and learning contexts and Maori initiatives to seek eco-justice. Finally, a case study of a Pa Wananga (Maori learning community) is provided to suggest potential solutions to some of the problems discussed previously. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01