Abstract:
The schooling system in Aotearoa has redefined individualism driven by national standards, markets, and privatisation, often resulting in a cycle of poverty due to hierarchies of knowledge. This cycle is highly evident in low socio-economic areas, which usually consist of a high percentage of Māori and Pacific students. Consequently, we have an educational system that is more suitable for privileged students.
The term 'emancipatory pedagogy', pioneered by Paulo Freire in "Pedagogy of the oppressed" in 1970, aims to teach students to become aware of and question their realities, allowing them to propose a change to the status quo. This requires a curriculum based on unity and authentic dialogue between the oppressors and the oppressed, aiming to support the oppressed community in revitalising its culture, identity, and society.
Would a cultural and community-centred school be liberating to Māori and Pacific communities? This thesis will analyse how educational facilities can be remodelled to further support their communities by reaching beyond the students. In this project, Manurewa High School, Homai Primary School and Bambinos Early Childhood Centre will be redesigned and relocated in a community hub model inspired by Ngā Kete O Te Wānanga as a guide. This framework aims to encourage creative learning, cultural liberation, community engagement and improving environmental conditions by decreasing urban sprawl.
Decolonisation is a complex and challenging topic, as Māori and Pacific Immigrants have been forced to adapt their identities to live in the Western world. We can only attempt to find a place in the middle where our cultural values and beliefs can co-exist. Knowledge should not be limited to the institution but continuously spread and implemented through whānau and hapori.
