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A Critical Pedagogy of Place?: Te Ātiawa (Māori) and Pākehā (Non-Māori) History Teachers' Perspectives on the Teaching of Local, Māori and New Zealand Histories

Published online by Cambridge University Press:  12 April 2012

Richard F. Manning
Richard F. Manning*
Affiliation:
School of Māori, Social and Cultural Studies, University of Canterbury, New Zealand
*
Address for Correspondence: Richard F. Manning, School of Māori, Social and Cultural Studies, University of Canterbury, Private Bag 4800, Christchurch, 8140, New Zealand. E-mail: [email protected]
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Abstract

This article describes the objectives and methodology of a doctoral research project (Manning, 2008). It then draws upon the key findings of that project to briefly describe how an envisioned critical pedagogy of place partnership model, involving nominated members of the Te Ātiawa iwi (tribe) and local history teachers, might enhance the quality of history teaching in the Port Nicholson Block area. This area is located in the Wellington district (south-western corner) of New Zealand's North Island. The discussion then explains, in more detail, why obstacles are likely to be encountered by any attempt by Te Ātiawa and/or the teacher participants to develop such a partnership model. Two related place-based metaphors help draw brief conclusions about how these obstacles relate to the New Zealand government's own (1989) principles for action on the Treaty of Waitangi and recount its obligations to uphold the Articles of the United Nations' (2007) Declaration on the Rights of Indigenous Peoples.

Keywords

Te ĀtiawaplaceIndigenousMāorihistoryteachers
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 40 , 2011 , pp. 102 - 111
Copyright
Copyright © Cambridge University Press 2011

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