Open AccessKei tua o te awe māpara/Beyond the mask: Māori language teaching in English-medium secondary schools in New Zealand
Author(s) -
Sophie Nock
Publication year - 2021
Publication title -
international journal of critical indigenous studies
Language(s) - English
Resource type - Journals
ISSN - 1837-0144
DOI - 10.5204/ijcis.v14i1.1853
Subject(s) - indigenous , christian ministry , curriculum , context (archaeology) , consistency (knowledge bases) , reflection (computer programming) , pedagogy , indigenous language , english language , sociology , political science , mathematics education , psychology , history , computer science , ecology , archaeology , artificial intelligence , law , biology , programming language
The New Zealand Curriculum Framework (Ministry of Education, 1993, p. 14) states that "[all] who learn te reo Māori help to secure its future as a living, dynamic, and rich language". However, I will argue here that appearance and reality are very far apart. Close examination of the context in which teachers of the Māori language operate tells a very different story, one characterised byinadequate consultation with teachers and communities, a lack of consistency between the advice provided in the curriculum guidelines document and the resources made available to teachers, and a failure to ensure that adequate pre- and inservice training is provided. Finally, as a way forward to help strengthen policy and inform Indigenous language teachers, a reflection onlessons learnt in the New Zealand context and some useful Indigenous language strategies will be provided.