Series editor(s): Professor Carol Camp-Yeakey
Subject Area: Education
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|Title:||Talking Back to the Colonial Experience: Creating an Indigenous Framework for Education|
|Author(s):||Patricia Maringi G. Johnston|
|Volume:||7 Editor(s): Walter R. Allen, Robert T. Teranishi, Marguerite Bonous-Hammarth ISBN: 978-1-78052-640-9 eISBN: 978-1-78052-641-6|
|Citation:||Patricia Maringi G. Johnston (2012), Talking Back to the Colonial Experience: Creating an Indigenous Framework for Education, in Walter R. Allen, Robert T. Teranishi, Marguerite Bonous-Hammarth (ed.) As the World Turns: Implications of Global Shifts in Higher Education for Theory, Research and Practice (Advances in Education in Diverse Communities: Research, Policy and Praxis, Volume 7), Emerald Group Publishing Limited, pp.261-283|
|DOI:||10.1108/S1479-358X(2012)0000007015 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
This chapter examines the current higher (tertiary) education system in Aotearoa/New Zealand, drawing specifically on Maori (indigenous people) endeavours to engage at that level. I outline historically key practices and their underlying philosophies, which limited Maori access to higher education, especially those based on colonial views about race that positioned Maori at the lower end of the social structure in New Zealand society. The loss of language and culture, a monocultural education system, and the impact on Maori in terms of educational underachievement will be further outlined.
The chapter then examines Maori educational initiatives as a means to outline how Maori have attempted to address educational underachievement and the redress of their language, knowledge and culture. The engagement of Maori in universities, research and education will be discussed including new tertiary developments, an indigenous tertiary institution – Te Whare Wananga o Awanuiarangi.
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