Pangarau : Maori medium mathematics curriculum: empowerment or a new hegemonic accord?

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dc.contributor.advisor Smith, Linda en
dc.contributor.advisor Barton, Bill en
dc.contributor.author McMurchy-Pilkington, Colleen en
dc.date.accessioned 2009-01-08T20:58:39Z en
dc.date.available 2009-01-08T20:58:39Z en
dc.date.issued 2004 en
dc.identifier THESIS 06-259 en
dc.identifier.citation Thesis (PhD--Education)--University of Auckland, 2004 en
dc.identifier.uri http://hdl.handle.net/2292/3306 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract The development of pangarau, the Maori medium mathematics curriculum policy, was cause for celebration amongst Maori. It emerged after 150 years of curriculum written in English and from a western framework. This thesis explores the underpinning agendas, the dialectical tensions, and the politics surrounding the pangarau policy development. Two questions are addressed: what were the underpinning aspirations and assumptions of both the state and Maori representatives involved in the development process, and were Maori empowered during the development? Central to these questions is an examination of the material contexts of policy construction, namely the action of state agents, and the political and economic conditions of pangarau development. The national curriculum policies of the 1990s were outputs from bureaucratic state structures, which were underpinned by economic rationalism and a culture of distrust. Included in this thesis is a consideration of the tensions between bureaucratic structures and the micropolitical activities of the actors involved. The contention is that, although Maori were empowered through pangarau development, the outcomes were not necessarily emancipatory. The state assisted Maori to develop a discourse in their indigenous language to grapple with mathematics concepts demonstrating that te reo Maori is a living language capable of abstract technical expressions. However, in developing the policy Maori worked largely within the structures (empowerment), rather than making substantial changes to them (emancipation). While the contracting of Maori to develop the pangarau policy was a radical shift by the state from the assimilationist policies of the past, the state retained the ultimate control over the resources, the decision-making, and the meaning. en
dc.language.iso en en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99137683614002091 en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Pangarau : Maori medium mathematics curriculum: empowerment or a new hegemonic accord? en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.subject.marsden Fields of Research::330000 Education en
dc.subject.marsden Fields of Research::370000 Studies in Human Society::379900 Other Studies In Human Society::379902 Indigenous studies en
dc.rights.holder Copyright: The author en


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