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ERIC Number: EJ869398
Record Type: Journal
Publication Date: 2009-Dec
Pages: 23
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1175-8708
Can Maori Children Really Be Positioned as "Deficient" Learners for Reading English?
Harris, Fleur
English Teaching: Practice and Critique, v8 n3 p123-145 Dec 2009
Maori are the indigenous people of New Zealand. Since British colonial settlement in the early 1800s, Maori children have been predominantly educated in an English-speaking system dominated by colonial governance. In this institution, Maori children have been constructed as deficient learners, primarily in relation to a colonial curriculum taught in English and an assessment regime developed with monolingual and mono-cultural English children. This article, which critically challenges the deficit discourse, outlines the ways in which Maori and English languages co-exist in a fluid stream across the curriculum in a Christchurch classroom in order to scaffold educational achievement in learning to read English, for Maori children. (Contains 2 figures, 2 tables, and 8 footnotes.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand