Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-05T10:45:55.683Z Has data issue: false hasContentIssue false
  • English
  • Français

Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research

Published online by Cambridge University Press:  23 August 2017

Toni K. Torepe  and
Richard F. Manning
Toni K. Torepe*
Affiliation:
School of Teacher Education, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand
Richard F. Manning
Affiliation:
College of Education, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand
*
address for correspondence: Toni K. Torepe, School of Teacher Education, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand. Email: [email protected]
Get access

Abstract

This article draws on data from a research study (Torepe, 2011) that investigated the lived experiences of six Māori teachers who recently graduated from the Hōaka Pounamu (Graduate Diploma in Immersion and Bilingual Teaching) course at the University of Canterbury, New Zealand. The primary objective was to gain a deeper understanding of the lived experiences and various challenges confronting this group of experienced Māori language teachers working in English-medium, state-funded schools. This article describes the qualitative research methodology that was underpinned by a Kaupapa Māori narrative research philosophy. It then explains why the study's findings support and strengthen those of previous studies conducted in Australia. Most notably, they draw attention to the concept of cultural taxation and the Crown's principles for action on the Treaty of Waitangi. Given the large number of Māori children attending Australian schools and similar challenges confronting Indigenous Australian teachers, this research will be of interest to an Australian audience.

Keywords

cultural taxationMāoriIndigenousteacherretentionAustraliaNew Zealand
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 47 , Issue 2 , December 2018 , pp. 109 - 119
Copyright
Copyright © The Author(s) 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alison, J. (2005). Teachers talk about NCEA: Research report on focus groups with secondary teachers. Wellington, New Zealand: Post Primary Teachers’ Association (PPTA).Google Scholar
Archie, C. (1993). Why Māori teachers leave. Mana. Auckland: Mana Productions, p. 80.Google Scholar
Awatere, D. (1984). Māori sovereignty. Auckland, New Zealand: Broadsheet.Google Scholar
Baker, R., (2002). Parental and community involvement in schools – opportunities and challenges for school change. Paper Presented at the International Symposium in Creation of Schools for the 21st Century, Tokyo.Google Scholar
Bishop, R. (1992). Te roopu rangahau tikanga rua: The establishment of a bicultural research group under the control of Māori people for the betterment of Māori people. In Manson, H. (Ed.), New Zealand annual review of education (vol. 2, pp. 205–223). Wellington: Victoria University, School of Education.Google Scholar
Bishop, R. (1996). Addressing issues of self-determination and legitimation in Kaupapa Māori Research. In Webber, B. (Ed.), He paepae kōrero: Research perspectives in Māori education (pp. 142–160). Wellington: New Zealand Council for Educational Research.Google Scholar
Bishop, R. (1998). Freeing ourselves from neocolonial domination in research: A Kaupapa Māori approach to creating knowledge. Qualitative Studies in Education, 11 (2), 199–219.Google Scholar
Bishop, R., & Berryman, M. (2006). Culture speaks. Wellington: Huia Publishers.Google Scholar
Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North: Dunmore Press.Google Scholar
Bloor, D. (1996). The workloads of Māori secondary teachers: A national survey. Palmerston North: Massey University, Educational Research and Development Centre.Google Scholar
Bridges, S. (1992). Working in tomorrow's schools: Effects on primary teachers – a christchurch study. Christchurch: Education Department, University of Canterbury.Google Scholar
Collins, J. (2000). Report on the inquiry into the effect of education training programs for indigenous Australians—Katu Kalpa, Canberra: MCEETYA.Google Scholar
Commonwealth of Australia. (1993). National Aboriginal and Torres Strait Islander education policy 1993. Canberra: Commonwealth of Australia.Google Scholar
Cooper, G., Skerrett, M., Andreotti, V., Manning, R.F., Macfarlane, A.H., & Emery, T. (2010a). Key best evidence synthesis (BES) findings for whānau and iwi: Final technical report. Wellington, New Zealand: Ministry of Education.Google Scholar
Cooper, G., Skerrett, M., Andreotti, V., Manning, R.F., Macfarlane, A.H., & Emery, T. (2010b). Key best evidence synthesis (BES) findings for whānau and iwi: Translated data report. Wellington, New Zealand: Ministry of Education.Google Scholar
Hayward, J. (2009). The principles of the treaty of waitangi (Appendix). Retrieved February 1, 2016, from http://www.waitangi-tribunal.govt.nz/doclibrary/public/Appendix(99).pdf.Google Scholar
Herbert, J. (2002). Introduction. In Learning journeys: Indigenous teachers sharing their success stories. Townsville: James Cook University.Google Scholar
Hirshfield, L.E., & Joseph, T.D. (2008). ‘Why don't you get somebody new to do it?’: Gender, race and cultural taxation in the academy. Paper Presented at the Annual Meeting of the American Sociological Association Annual Meeting, Sheraton Boston and the Boston Marriott Copley Place, Boston.Google Scholar
Hughes, P., & Willmot, E. (1982). A thousand Aboriginal teachers by 1990. In Sherwood, E. (Ed.), Aboriginal education: Issues and innovations (pp. 45–49). Perth: Creative Research.Google Scholar
Irwin, K. (1994). Māori research methods and processes: An exploration. Sites, 28, 25–43.Google Scholar
Jude, S. (1998). Aboriginal education in urban secondary schools: Educating the educators. The Australian Journal of Indigenous Education, 26 (2), 13–17.Google Scholar
Kana, F., & Tamatea, K. (2006). Sharing, listening, learning and developing understandings of kaupapa Māori research by engaging with two Māori communities involved in education. Waikato Journal of Education, 12, 9–20.Google Scholar
Livingstone, I. (1994). The workloads of primary school teachers: A Wellington region survey. Wellington: Chartwell Consultants.Google Scholar
Macfarlane, A.H. (2004). Kia hiwa ra! Listen to culture – Māori students’ plea to educators. Wellington, New Zealand: New Zealand Council for Educational Research.Google Scholar
Manning, R.F. (1998). Dial-a-pōwhiri? A Pākehā historical and theoretical analysis of the post-colonial politics that have affected the development of a secondary school Polynesian club. (Unpublished Masters Thesis). Victoria University of Wellington, Wellington, New Zealand.Google Scholar
Manning, R.F. (2008). Place, power and pedagogy: A critical analysis of the status of Te Ātiawa histories of place in port nicholson block secondary schools and the possible application of place-based education models. (Unpublished Doctoral Thesis). Victoria University of Wellington, Wellington, New Zealand.Google Scholar
Manning, R.F., Macfarlane, A.H., Skerrett, M., Cooper, G., Andreotti, V., & Emery, T. (2011). A new net to go fishing: Messages from international evidence based research and kaupapa Māori research. The Australian Journal of Indigenous Education, 40, 92–101. Retrieved March 17, 2016, from https://doi.org/10.1375/ajie.40.92.Google Scholar
Marks, M. (1984). The frustrations of being a Māori language teacher. Paper Presented at the Māori Educational Development Conference, Turangawaewae Marae, Ngaruawahia.Google Scholar
Ministry of Education. (1999). A report of workload issues for Māori secondary school teachers. Wellington: Ministry of Education.Google Scholar
Ministry of Education. (2007). Ka Hikitia: Accelerating success 2013–2017. Wellington: Ministry of Education.Google Scholar
Ministry of Education. (2008). Ka Hikitia: Managing for success: The Māori education strategy 2008–2012. Wellington: Ministry of Education.Google Scholar
Ministry of Education. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington: Ministry of Education.Google Scholar
Mitchell, H.A., & Mitchell, M.J. (1993). Māori teachers who leave the classroom. Wellington: New Zealand Council for Educational Research.Google Scholar
New Zealand Teachers Council. (2010). Registered teacher handbook. Retrieved January 29, 2016, from http://www.teacherscouncil.govt.nz/rtc/rtchandbook-english.pdf.Google Scholar
Padilla, A.M. (1994). Ethnic minority scholars, research and mentoring: Current and future issues. Educational Researcher: A publication of the American Educational Research Association, 23 (4), 24–27.Google Scholar
Reid, J., & Santoro, N. (2006). Cinders in snow? Indigenous teacher identities in formation. Asia-Pacific Journal of Teacher Education, 34 (2), 143–160.Google Scholar
Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why best evidence synthesis iteration. Wellington: Ministry of Education.Google Scholar
Salmond, A. (2004). Hui: A study of Māori ceremonial gatherings. Auckland: Reed.Google Scholar
Samano, M.L. (2007). Respecting ones abilities or (Post) colonial tokenism? Narrative testimonials of faculty of colour working in predominantly white community colleges. Doctor of Philosophy dissertation, Oregon State University, United States of America.Google Scholar
Santoro, N. (2007). ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice, 13 (1), 81–97.Google Scholar
Smith, G.H. (1990). Taha Māori: Pākehā capture. In Codd, J., Harker, R., & Nash, R. (Eds.), Political issues in New Zealand education (pp. 183–198). Palmerston North: Dunmore Press.Google Scholar
Smith, G.H. (1992a). Research issues related to Māori education. In The issue of research and Māori (pp. 1–9). Auckland: Research Unit for Māori Education, University of Auckland.Google Scholar
Smith, G.H. (1992b). Tane-nui-a-rangi's legacy: Propping up the sky. (Kaupapa Māori as resistance and intervention). Paper presented at the New Zealand Association for Research in Education/Australian Association for Research in Education Joint Conference, Deakin University Australia. Retrieved March 2, 2010, from http://www.aare.edu.au/92pap/smitg92384.txt.Google Scholar
Smith, L.T. (1999). Decolonizing methodologies: Research and indigenous peoples. Dunedin: University of Otago Press.Google Scholar
Tauroa, H., & Tauroa, P. (1993). Te marae: A guide to customs & protocol. Auckland: Heinemann Reed.Google Scholar
Te Awekotuku, N. (1991). He Tikanga Whakaaro: Research ethics in the Māori community, a discussion paper. Wellington: Ministry of Māori Affairs.Google Scholar
Torepe, T. (2011). The cultural taxation of Māori teachers: Māori teachers reflect upon their teaching experiences in the Waitaha (Canterbury) region, New Zealand. (Unpublished thesis). University of Canterbury.Google Scholar
Victorian Aboriginal Education Association Incorporated. (2001). Yalca. A partnership in education and training for the new millennium. Koorie Education Policy 2001. Victoria: Department of Education, Employment and Training.Google Scholar
Waitangi Tribunal. (2011). Indigenous flora and fauna and cultural intellectual property. Wellington: Government Printer.Google Scholar
Whitinui, P. (2007). The Indigenous factor: Exploring kapa haka as a culturally responsive learning environment in mainstream secondary schools. (Unpublished doctoral thesis). The University of Auckland, Auckland, New Zealand.Google Scholar
Whitinui, P. (2010). Indigenous-based inclusive pedagogy: The art of kapa haka to improve educational outcomes for māori students in mainstream secondary school in aotearoa, New Zealand. International Journal of Pedagogies and Learning, 6 (1), 3–22.Google Scholar
Wylie, C. (1992). The impact of tomorrow's schools in primary schools and intermediates 1991 survey report. Wellington: Council for Educational Research.Google Scholar