Maori Pedagogies: A View from the Literature. Hemara, W. ERIC, 2000.
Maori Pedagogies: A View from the Literature. [link]Paper  abstract   bibtex   
During the last decade the New Zealand government and its education, health, and welfare sectors have increasingly focused their attention on gaps between Māori, non-Māori, and Māori failure within the education sector and society generally. This has created a sense of despair and sometimes panic among Maori and Pakeha (non-Maori) educationists and commentators. However, it has taken a long time for those who work within the system to appreciate that the way in which education services are delivered may have "failure" written into their outcomes. This review of traditional and contemporary Maori pedagogies from a wide range of records and publications explores traditional teaching, learning, and child rearing practices and how they apply within the European context. The literature reveals that when the Maori made first landfall, they already practiced a range of pedagogies and curricula, including: students and teachers at the center of the educative process, life-long intergenerational learning, gradual learning from a familiar starting point, recognition and encouragement of giftedness, and learning and teaching conducted from the students' strengths. Maori contact with the Western European education system has been characterized by tension; the encounters of two different world views and ways of operating were sometimes contradictory: Maori appreciation of literacy helped achieve new ways of communication and information gathering; Pakeha (and some Maori) considered Maori failure within the European system to be the fault of Maori opposition, indifference, willfulness and limited capacities; Maori (and some Pakeha) suspected that European education was a tool of the colonial enterprise and that the education on offer was irrelevant and poorly delivered; Pakeha disapproved of Maori child-rearing and educational practices; Maori disapproved of the type of discipline meted out by Pakeha teachers. The review suggests that the current focus on gaps between Maori and non-Maori performance is perceived in the context of what the dominant community deems is, and is not, important, and that perhaps focusing instead on gaps between Maori aspirations and achievements would be more appropriate. The ways in which Maori educated themselves and their young appear to be applicable today, and many of the hallmarks of Maori education proved that traditional values and operating standards can be translated into contemporary contexts
@book{hemara_maori_2000,
	title = {Maori {Pedagogies}: {A} {View} from the {Literature}.},
	shorttitle = {Maori {Pedagogies}},
	url = {http://eric.ed.gov/?id=ED448892},
	abstract = {During the last decade the New Zealand government and its education, health, and welfare sectors have increasingly focused their attention on gaps between Māori, non-Māori, and Māori failure within the education sector and society generally. This has created a sense of despair and sometimes panic among Maori and Pakeha (non-Maori) educationists and commentators. However, it has taken a long time for those who work within the system to appreciate that the way in which education services are delivered may have "failure" written into their outcomes. This review of traditional and contemporary Maori pedagogies from a wide range of records and publications explores traditional teaching, learning, and child rearing practices and how they apply within the European context. The literature reveals that when the Maori made first landfall, they already practiced a range of pedagogies and curricula, including: students and teachers at the center of the educative process, life-long intergenerational learning, gradual learning from a familiar starting point, recognition and encouragement of giftedness, and learning and teaching conducted from the students' strengths. Maori contact with the Western European education system has been characterized by tension; the encounters of two different world views and ways of operating were sometimes contradictory: Maori appreciation of literacy helped achieve new ways of communication and information gathering; Pakeha (and some Maori) considered Maori failure within the European system to be the fault of Maori opposition, indifference, willfulness and limited capacities; Maori (and some Pakeha) suspected that European education was a tool of the colonial enterprise and that the education on offer was irrelevant and poorly delivered; Pakeha disapproved of Maori child-rearing and educational practices; Maori disapproved of the type of discipline meted out by Pakeha teachers. The review suggests that the current focus on gaps between Maori and non-Maori performance is perceived in the context of what the dominant community deems is, and is not, important, and that perhaps focusing instead on gaps between Maori aspirations and achievements would be more appropriate. The ways in which Maori educated themselves and their young appear to be applicable today, and many of the hallmarks of Maori education proved that traditional values and operating standards can be translated into contemporary contexts},
	urldate = {2016-01-31},
	publisher = {ERIC},
	author = {Hemara, Wharehuia},
	year = {2000},
}

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