dc.contributor.author |
Derbyshire, Alison |
en |
dc.date.accessioned |
2008-10-13T03:26:32Z |
en |
dc.date.available |
2008-10-13T03:26:32Z |
en |
dc.date.issued |
2004 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/3085 |
en |
dc.description |
Restricted Item. Print thesis available in the University of Auckland Library or may be available through Interlibrary Loan. |
en |
dc.description.abstract |
Recent public debate, played out through the media, has seen the re-emergence of
concerns over the lack of New Zealand history being taught in New Zealand schools.
Such concerns have been raised by educational commentators since the early twentieth
century, however academic exploration of the teaching of New Zealand history has been
limited. This thesis aims to fill part of this gap, providing a historical survey of the
teaching of New Zealand history in New Zealand secondary schools between 1925 and
2000. Contemporary attitudes towards, and knowledge of, New Zealand history are also
explored.
Chapter One addresses the period between 1925 and 1945. a period in which New
Zealand history was unable to establish itself within the secondary school curriculum, as
it was continually overshadowed and sidelined by British imperial history. In Chapter
Two. which explores the years between 1945 and 1980, the imperial emphasis is again
shown to be detrimental to the teaching of New Zealand history. However, it was
problems with the structure and implementation of Social Studies and the declining rolls
of History, that were the primary reasons for the topic's continued failure to assert itself
within the curriculum. In Chapter Three, the period between 1980 and 2000 is evaluated.
In the 1980s significant achievements were made. New Zealand history teaching was
increased at all levels and bicultural perspectives were incorporated. Nevertheless,
continued problems within History and Social Studies ensured that these positive changes
had minimal impact on secondary school students as a whole. Focus on wider
administrative reforms and assessment initiatives in the 1990s ensured that concerns
regarding the teaching of New Zealand history remained in the background of
educational debate. In Chapter Four the impact of students' continued disengagement
with New Zealand history is explored through the evaluation of two contemporary
surveys. The results reveal that the secondary school curriculum has failed to fulfil its
own aim of producing informed. knowledgeable citizens. Students continue to leave
school largely ignorant of New Zealand history. |
en |
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.isreferencedby |
UoA1473860 |
en |
dc.rights |
Restricted Item. Print thesis available in the University of Auckland Library or may be available through Interlibrary Loan. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Anyone's but our own: the teaching of New Zealand history in New Zealand Secondary schools 1925-2000 |
en |
dc.type |
Thesis |
en |
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Masters |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/ClosedAccess |
en |
dc.identifier.wikidata |
Q112859644 |
|