dc.contributor.author |
Hetaraka, Maia |
|
dc.date.accessioned |
2024-07-11T22:42:12Z |
|
dc.date.available |
2024-07-11T22:42:12Z |
|
dc.date.issued |
2024-01-01 |
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dc.identifier.citation |
(2024). New Zealand Journal of Educational Studies, 1-15. |
|
dc.identifier.issn |
0028-8276 |
|
dc.identifier.uri |
https://hdl.handle.net/2292/69175 |
|
dc.description.abstract |
<jats:title>Abstract</jats:title><jats:p>There is much to celebrate about the liberal-progressive approach championed by New Zealand, which continues to be a prized feature of New Zealand education. Many liberal-progressive practices developed in New Zealand and contextualised for New Zealand students that sought to expand and enrich education were borrowed from Native Schools, Māori teachers, and Pākeha perceptions of preferred Māori pedagogies, giving rise to the perception that New Zealand education is bi-cultural in nature. This article offers critique of the key philosophies that have underpinned New Zealand education for the past 100 years to consider some of the challenges of liberal-progressive education for Māori. The philosophical foundations of a cutting-edge, creative, student-centred schooling system remain problematic for Māori and have been largely unsuccessful in expanding or enriching schooling for many Māori. A te ao Māori perspective of the foundational education philosophies highlights that the negative socio-political and educational positioning of Māori in New Zealand has been purposeful and well-coordinated.</jats:p> |
|
dc.language |
en |
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dc.publisher |
Springer Nature |
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dc.relation.ispartofseries |
New Zealand Journal of Educational Studies |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
|
dc.rights.uri |
https://creativecommons.org/licenses/by/4.0/ |
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dc.subject |
3901 Curriculum and Pedagogy |
|
dc.subject |
3902 Education Policy, Sociology and Philosophy |
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dc.subject |
39 Education |
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dc.subject |
4 Quality Education |
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dc.subject |
Social Sciences |
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dc.subject |
Education & Educational Research |
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dc.subject |
Maori education |
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dc.subject |
Philosophy |
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dc.subject |
Liberal |
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dc.subject |
Progressive |
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dc.subject |
13 Education |
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dc.title |
Why have Liberal-Progressive Philosophies of Education Caused Little Liberation or Progression for Māori? |
|
dc.type |
Journal Article |
|
dc.identifier.doi |
10.1007/s40841-024-00307-9 |
|
pubs.begin-page |
1 |
|
dc.date.updated |
2024-06-12T23:40:30Z |
|
dc.rights.holder |
Copyright: The authors |
en |
pubs.end-page |
15 |
|
pubs.publication-status |
Published online |
|
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Article |
|
pubs.subtype |
Early Access |
|
pubs.subtype |
Journal |
|
pubs.elements-id |
1011394 |
|
pubs.org-id |
Education and Social Work |
|
pubs.org-id |
Te Puna Wananga |
|
dc.identifier.eissn |
2199-4714 |
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pubs.record-created-at-source-date |
2024-06-13 |
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pubs.online-publication-date |
2024-02-14 |
|