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ERIC Number: EJ1148679
Record Type: Journal
Publication Date: 2017-Aug
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1326-0111
Nga Tuakiri o te Tangata: Being Maori in Early Childhood Education
Rameka, Lesley
Australian Journal of Indigenous Education, v46 n1 p104-114 Aug 2017
Before the arrival of Europeans in Aotearoa, New Zealand and their subsequent settlement in the 1800s, there was no concept of a Maori identity. Over time, however, as a result of rapid colonisation, Maori became a minority population in New Zealand. Consequently, the term Maori as normal or usual, began to lose its meaning (Webber, 2008), and another meaning began to emerge based on contrasts with the Pakeha settler population. This paper explores the complex and increasingly diverse nature of Maori identities in contemporary Aotearoa/New Zealand, including contemporary early childhood contexts. It discusses the importance of negotiating the terrains of cultural knowledge, values and understandings in order to define what "being Maori" means for teachers and children in an increasingly diverse and complex settings.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A