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The letter came in response to the proposed inclusion of mātauranga Māori in the school curriculum on equal terms with "other bodies of knowledge", with the authors arguing that mātauranga Māori "falls far short of what can be defined as science itself", and disputing "the notion that science is a Western European invention and itself ...
The New Zealand Curriculum and Te Marautanga o Aotearoa have eight levels, numbered 1 to 8, and eight major learning areas: English (NZC) or Māori (TMoA), the arts, health and physical education, learning languages (which includes Māori in NZC and English in TMoA), mathematics and statistics, science, social sciences, and technology.
Te Whāriki is a bi-cultural curriculum that sets out four broad principles, a set of five strands, and goals for each strand.It does not prescribe specific subject-based lessons, rather it provides a framework for teachers and early childhood staff (kaiako) to encourage and enable children in developing the knowledge, skills, attitudes, learning dispositions to learn how to learn.
Te Takanga o Te Wā is a new strand in the Māori-medium curriculum, Te Matauranga o Aotearoa, [131] [132] which recognised that students explore history by learning about themselves and connections to the world, "to understand their own identity as Māori in Aotearoa". [111]
The idea that the Maori would soon be absorbed into the pakeha population was one stultifying cause, and another was the lust for examination results inherent in a system run by ex-teachers and easily communicated to parents and the public. The most urgent reform in the education of the Maori is to restore and preserve the Maori language.
Hipkins also said that the need to update Te Marautanga o Aotearoa (Māori-medium curriculum) and The New Zealand Curriculum was "to ensure equitable outcomes and that it is fit-for-purpose, with a stronger focus on the wellbeing, identities, languages and cultures of all ākonga". [14]
Smith saw education as the most important part the Maori struggle for freedom. [6] She was a member of Ngā Tamatoa while a university student. [7] Smith earned her BA, MA (honours), and PhD degrees at the University of Auckland. Her 1996 thesis was titled Ngā aho o te kakahu matauranga: the multiple layers of struggle by Maori in education. [10]
The culture of New Zealand is a synthesis of indigenous Māori, colonial British, and other cultural influences.The country's earliest inhabitants brought with them customs and language from Polynesia, and during the centuries of isolation, developed their own Māori and Moriori cultures.