Regulation, Disqualification, and Erasure
Edited By Gaile S. Cannella, Michelle Salazar Pérez and I-Fang Lee
Chapter Four: The Determinants of “Quality” in Aotearoa/New Zealand: Māori Perspectives
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The Determinants OF “Quality” IN Aotearoa/New Zealand
Ko te reo te mauri o te mana Māori (The language is the life force of the mana Māori.)
—SIR JAMES HENARE (WAITANGI TRIBUNAL, 1986)
The right of indigenous children in Aotearoa/New Zealand to early childhood care and education (ECCE) validating their language and culture was mandated through the New Zealand Ministry of Education’s (MOE) promulgation of a national curriculum framework Te Whāriki; He whāriki mātauranga mo- ngā mokopuna o Aotearoa: Early childhood curriculum (MOE, 1996). That framework supports an identifiably Māori curriculum which in turn maintains the Māori language and its cultural mores, its distinctive world views, its unique pedagogical principles and practices and the intergenerational transmission of Māori knowledge, skills, attitudes for children in early childhood settings (MOE, 2009). That the education sector agencies, as Crown agents, have obligations “… to actively protect Māori language as a taonga guaranteed under the Treaty of Waitangi” (MOE, 2013a) is the mantra of the current MOE and reflected in its policy documents. For example, in the Briefing to the Incoming Minister, it states “Every Māori learner has a right to access high quality education that attends to their identity, language and culture” (MOE, 2011a, p. 33). Phase one of the Ka Hikitia strategy Ka Hikitia—Managing for Success...
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