History in the New Zealand curriculum: Discourse shaping and Key Competencies possibilities

Hunter, Philippa

doi:10.15663/tandc.v12i1.25

Cited by 2 publications

(4 citation statements)

References 6 publications

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“…This confirmed the validity of Hunter and Farthing's research in the Waikato region of New Zealand (2004, pp. 56–57); which found that experienced Waikato history teachers also enjoyed a considerable degree of ‘agency’.…”

Section: The Ecological Systems Model and The Lesson Observedsupporting

confidence: 85%

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Place-Consciousness and Bronfenbrenner's Ecological Systems Model: A Discussion of Recurring Issues that Undermine the Teaching of Indigenous Histories in New Zealand and Australian Schools

Manning

2017

AJIE

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This article draws upon a ‘tale from the field’ (Van Maanen, 1988) to encourage New Zealand and Australian teachers of history and social studies to appraise how their own perceptions of place and teaching about Indigenous peoples’ histories impact upon their students’ learning. Moreover, it explains why Uri Bronfenbrenner's (1979) ecological systems model (despite its limitations) can assist the process of critiquing the teaching of Indigenous histories in schools on both sides of the Tasman Sea. It concludes that place conscious Indigenous land-based learning experiences, resulting from mutually beneficial collaborations with Indigenous communities, are needed to enhance the teaching of Indigenous peoples’ histories in both countries.

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Section: The Ecological Systems Model and The Lesson Observedsupporting

confidence: 85%

“…Again, Hunter and Farthing's research suggested that this (Indigenous) preservice teacher's fear was not unique. Her response mirrored the ‘assimilation’ process simultaneously occurring in Waikato schools identified by Hunter and Farthing (2004, p. 86), who noted: “Research evidence . .…”

Section: The Ecological Systems Model and The Lesson Observedsupporting

confidence: 52%

Place-Consciousness and Bronfenbrenner's Ecological Systems Model: A Discussion of Recurring Issues that Undermine the Teaching of Indigenous Histories in New Zealand and Australian Schools

Manning

2017

AJIE

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“…The term ‘PC’ allowed lobbyists and media commentators to lazily side-step robust debate and dismiss Indigenous peoples’ aspirations to see their histories accurately portrayed in schools (MacIntyre & Clark, 2003; Manning, 2008, Nash, Crabtree, & Dunn, 2000; Wilson, 1995). By 2009, an out-dated and poorly phrased New Zealand history syllabus (Department of Education, 1989) still allowed experienced history teachers to continue to ‘assimilate’ younger teachers and to keep teaching the ‘traditional’ (Eurocentric) topics they preferred (Hunter & Farthing, 2004; Manning, 2008).…”

Section: A New History Syllabus (1989) and The Mythology Of Politicalmentioning

confidence: 99%

“…It defined this vague ‘dimension’ as something providing New Zealand with a ‘unique past and present perspective’ (Department of Education, 1989, p. 13). The flexibility of the 1989 syllabus consequently enabled many experienced teachers of history to continue teaching the ‘traditional’ (Eurocentric) topics they favoured (Bargas, 2005; Hunter & Farthing, 2004; Manning, 2008).…”

Section: Tudor England Day and Its Aftermathmentioning

confidence: 99%

The New Zealand (School Curriculum) ‘History Wars’: The New Zealand Land Wars Petition and the Status of Māori Histories in New Zealand Schools (1877–2016)

Manning

2017

AJIE

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This article draws upon historical evidence and theoretical insights to critique the New Zealand government's negative response to a popular petition developed by students of Otorohanga College. The petition called for the New Zealand Land Wars to become a ‘prescribed course of study’ (topic) in New Zealand schools. This article consequently reviews the status of Māori histories in New Zealand schools from 1877 to 2016. This review is followed by a critique of the New Zealand government's response to the petition. This will be of interest to an Australian audience grappling with issues relating to the teaching of Indigenous peoples’ histories in schools.

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History in the New Zealand curriculum: Discourse shaping and Key Competencies possibilities

Cited by 2 publications

References 6 publications

Place-Consciousness and Bronfenbrenner's Ecological Systems Model: A Discussion of Recurring Issues that Undermine the Teaching of Indigenous Histories in New Zealand and Australian Schools

Place-Consciousness and Bronfenbrenner's Ecological Systems Model: A Discussion of Recurring Issues that Undermine the Teaching of Indigenous Histories in New Zealand and Australian Schools

The New Zealand (School Curriculum) ‘History Wars’: The New Zealand Land Wars Petition and the Status of Māori Histories in New Zealand Schools (1877–2016)

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