2008
DOI: 10.1177/1468796807087021
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Indigenous epistemology in a national curriculum framework?

Abstract: In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices … Show more

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Cited by 64 publications
(47 citation statements)
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“…The problems within this identity discourse, incidentally, are equally applicable to the Aboriginal students themselves. Their experience in public school consti- tutes a significant part of their life experiences and includes opportunities to self reflect, develop functional socio-emotional skills, and adapt to mainstream institutional expectations and values (Macfarlane, Glynn, Grace, Penetito, & Bateman, 2008). This necessitates that Aboriginal youth negotiate their bicultural identities by making sense of the beliefs, relationships, and practices of school and curriculum in light of their traditional teachings and worldviews (Lutz & Ledema, 2004).…”
Section: The Assumptions Of Soliciting Partnerships With Aboriginal Cmentioning
confidence: 99%
“…The problems within this identity discourse, incidentally, are equally applicable to the Aboriginal students themselves. Their experience in public school consti- tutes a significant part of their life experiences and includes opportunities to self reflect, develop functional socio-emotional skills, and adapt to mainstream institutional expectations and values (Macfarlane, Glynn, Grace, Penetito, & Bateman, 2008). This necessitates that Aboriginal youth negotiate their bicultural identities by making sense of the beliefs, relationships, and practices of school and curriculum in light of their traditional teachings and worldviews (Lutz & Ledema, 2004).…”
Section: The Assumptions Of Soliciting Partnerships With Aboriginal Cmentioning
confidence: 99%
“…The youth who take part are predominantly Māori. With respect to the voyage, there are a number of important aspects that link with the concepts of whanaungatanga and collective identity (Macfarlane et al 2008) and place (Brown 2008). For example, there is a particular emphasis on linking the sea and voyaging tradition back to youth's ancestors, noting that their tupuna (ancestors) would have sailed on schooners similar to the R. Tucker Thompson.…”
Section: Introductionmentioning
confidence: 99%
“…A person's collective identity is also strongly defined in association with people who descend from specific important ancestors and who affiliate with particular geographic locations and landscape features (Glynn, Cowie, Otrel-Cass, & Macfarlane, 2010;Macfarlane, Glynn, Grace, Penetito, & Bateman, 2008). Traditionally, maintaining these relationships was central to maintaining one's identity, and indeed central to one's safety and survival.…”
Section: Whakawhanaungatanga (Building and Maintaining Relationships)mentioning
confidence: 98%