Abstract:
This article compares the 1997 New Zealand social studies curriculum statement with The New Zealand Curriculum, in terms of the location of Pacific knowledge and experience, and argues that teacher decision making is a political process that has become an even stronger determinant for whether or not Pacific topics will be included in school social studies programmes, given that national curriculum directives for such topic inclusion no longer exist. Such a dislocation raises questions and concerns relating to teacher decision making. The paper presents a rationale for the inclusion of Pacific knowledge and experience, for teacher consideration, and explores two approaches that might encourage teachers to include Pacific knowledge via social studies.
