NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Clark, Beverley; Hughson, Hilda – Curriculum Matters, 2020
The views that early childhood teachers have of children and childhood are informed by the rhetoric and theories of early childhood, their cultures, life stories, philosophies, and ongoing practices as teachers. In Aotearoa New Zealand, "Te Whariki," the legislated national curriculum for early childhood education, further guides early…
Descriptors: Foreign Countries, Learning Processes, Early Childhood Education, Early Childhood Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Krzyzosiak, Jacek; Stewart, Georgina – Curriculum Matters, 2019
This article analyses research literature and policy texts to investigate the extent to which culturally responsive education policies can improve Maori achievement in schools. It presents a snapshot of current levels of Maori inequity, which is followed by an account of the history of Maori education policy to illustrate the origins of the…
Descriptors: Foreign Countries, Culturally Relevant Education, Pacific Islanders, Educational Policy
Peer reviewed Peer reviewed
Direct linkDirect link
Matapo, Jacoba – Curriculum Matters, 2019
Jacoba Matapo, Associate Dean Pasifika in the Faculty of Education and Social Work, University of Auckland, opens this discussion by introducing herself by way of her pepha; which she says is integral to who she is. She defines this as her way of being, connecting, and knowing the world. She describes herself as a Samoan, New Zealand-born Pasifika…
Descriptors: Indigenous Knowledge, Pacific Islanders, Cultural Maintenance, Cultural Influences
Peer reviewed Peer reviewed
Direct linkDirect link
Stewart, Georgina Tuari – Curriculum Matters, 2018
The school curriculum and teacher professional standards in Aotearoa New Zealand emphasise culturally responsive pedagogies for Maori learners. However, there is a gap between rhetoric and practice. Drawing on expert-interview methodology, and based on an interview with Tamsin Hanly about complex curriculum issues, this interview article seeks to…
Descriptors: Curriculum, Teacher Qualifications, Standards, Culturally Relevant Education
Peer reviewed Peer reviewed
Direct linkDirect link
Stewart, Georgina; Trinick, Tony; Dale, Hëmi – Curriculum Matters, 2017
This article offers brief commentary on the development of "Te Marautanga o Aotearoa", which is the official statement of Mäori-medium school curriculum policy. From our perspective as three Mäori educators who have been involved in its development for over 20 years, we combine our experiences to tell the story of this unique indigenous…
Descriptors: Pacific Islanders, Indigenous Populations, Culturally Relevant Education, National Curriculum
Peer reviewed Peer reviewed
Direct linkDirect link
Leaupepe, Manutai; Matapo, Jacoba; Ravlich, Elizabeth – Curriculum Matters, 2017
This article explores the history of curriculum relating to Pasifika early childhood education (ECE) in Aotearoa New Zealand. Specific contributions of Pasifika peoples to the developments of "Te Whariki" are considered. The aspirations of Pasifika peoples and academics that are presented in the body of scholarship developed over the…
Descriptors: Foreign Countries, Pacific Islanders, Indigenous Knowledge, Indigenous Populations
Peer reviewed Peer reviewed
Direct linkDirect link
Averill, Robin; Metson, Abby; Bailey, Susan – Curriculum Matters, 2016
There is much international evidence that parental involvement in children's learning can positively influence achievement. New Zealand policy expects schools to nurture such involvement, particularly in relation to Máori and Pasifika learners. Despite policy imperatives and valuable professional development projects, such involvement has proved…
Descriptors: Foreign Countries, Parent Participation, Parent Role, Parent School Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Cowan, Jackie; Culpan, Ian – Curriculum Matters, 2016
This article reports on aspects of an interpretative qualitative single case study that investigated teachers' and students' understanding of how self-worth is influenced in the teaching and learning environment. Findings indicate that important determinants in the development of self-worth include personal teacher qualities such as humour,…
Descriptors: Teacher Attitudes, Student Attitudes, Self Esteem, Teacher Characteristics