The Global Legacy
Edited By Michael A. Peters and Tina Besley
Chapter Seventeen: Re-claiming Traditional Māori Ways of Knowing, Being, and Doing, to Re-frame Our Realities and Transform Our Worlds
Re-claiming Traditional Māori Ways of Knowing, Being, and Doing, to Re-frame Our Realities and Transform Our Worlds
LESLEY RAMEKA AND KURA PAUL-BURKE
Titiro whakamuri, whakarite ināianei, hei hāngai whakamua
(EMBRACE THE PAST, PREPARE NOW TO SHAPE THE FUTURE)
The colonisation of New Zealand by the British was predicated upon the ranking of people into higher or lower forms of human existence and “assumptions of racial, religious, cultural and technological superiority” (Walker, 1990, p. 9). This was achieved, in part, by the economic growth and expansion of a Western imperialistic notion, which used colonisation as a vehicle for achieving power and control (L. Smith, 1999, 2008) perpetuating and enforcing the image of a successful, dominant Western elite over a perceived “lesser” inferior but conforming indigenous Māori culture (Johnston & Pratt, 2003). Māori were viewed as morally, socially, culturally, and intellectually inferior to Europeans. Hokowhitu (2004) stated the racial traits accorded to Māori included being depraved, sinful, idle, dirty, immoral, and unintelligent, the antithesis of those accorded to Europeans who were viewed as righteous, upright, intellectual, honourable, and liberal. With stereotypes such as these, the Māori child became schooled in the “psychology of colonialism.” ← 261 | 262 →
This chapter briefly discusses the history of European schooling for Māori including early years education. It then explores the framings of the Māori learner, identity, and culture that resulted from...
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