Kei tua o te awe mapara/Beyond the mask: Maori language teaching in English-medium secondary schools in New Zealand

The 'New Zealand Curriculum Framework' (Ministry of Education, 1993, p. 14) states that "[all] who learn te reo Maori help to secure its future as a living, dynamic, and rich language". However, I will argue here that appearance and reality are very far apart. Close examination o...

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Bibliographic Details
Published in:International Journal of Critical Indigenous Studies 2021, Vol.14 (1), p.33-50
Main Author: Nock, Sophie
Format: Article
Language:English
Subjects:
Bilingualism
Communities
Core curriculum
Culture
Curricula
Education
Inservice training
Language
Language teachers
Learning
Māori (New Zealand people)
Native languages
Native North Americans
Native schools
Pedagogy
Philosophy
Quality of education
Secondary schools
Social aspects
Teaching
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Summary:The 'New Zealand Curriculum Framework' (Ministry of Education, 1993, p. 14) states that "[all] who learn te reo Maori help to secure its future as a living, dynamic, and rich language". However, I will argue here that appearance and reality are very far apart. Close examination of the context in which teachers of the Maori language operate tells a very different story, one characterised by inadequate consultation with teachers and communities, a lack of consistency between the advice provided in the curriculum guidelines document and the resources made available to teachers, and a failure to ensure that adequate pre- and inservice training is provided. Finally, as a way forward to help strengthen policy and inform Indigenous language teachers, a reflection on lessons learnt in the New Zealand context and some useful Indigenous language strategies will be provided.
ISSN:1837-0144
1837-0144
DOI:10.5204/ijcis.v14i1.1853