Skip to main content
Log in

Towards an indigenous science curriculum

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

The recent development of a national science curriculum in Māori opened up space to contest whose knowledge and whose ways of knowing are included. This paper outlines the background to the curriculum development work in Aotearoa New Zealand with respect to the indigenous Māori people and science education. Concern is expressed about the fitting of one cultural framework into another and questions are raised about the approach used in the development of the science curriculum. Further research in the area of language, culture and science education is discussed along with how Māori might move forward in the endeavour of developing a curriculum that reflects Māori culture and language.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Barrington, J. M. (1988). Learning the dignity of labour: Secondary education policy for Māoris.New Zealand Journal of Educational Studies, 23(1), 45–58.

    Google Scholar 

  • Barrington, J. M., & Beaglehole, T. H. (1974).Māori schools in a changing society: A historical view. Wellington: New Zealand Council for Educational Research.

    Google Scholar 

  • Boston, J. (1991). The theoretical underpinnings of public sector restructuring in New Zealand. In J. Boston, J. Martin, J. Pallot, & P. Walsh (Eds.),Reshaping the State: New Zealand's bureaucratic revolution. Auckland: Oxford University Press.

    Google Scholar 

  • Davies, L., & Nicholl, K. (1993).Māori in education. Wellington: Learning Media.

    Google Scholar 

  • Gilbert, J. (1993).Feminism/science education. Hamilton, New Zealand: Centre for Science, Mathematics and Technology Education Research, University of Waikato.

    Google Scholar 

  • Harlow, R. (1993).A science and mathematics terminology for Māori. SAMEpapers 1993. Hamilton, New Zealand: Centre for Science, Mathematics and Technology Education Research, University of Waikato.

    Google Scholar 

  • Irwin, K. (1992, November).Māori research methods and processes: An exploration and discussion. Paper presented at the New Zealand Association for Research in Education and Australian Association for Research in Education Conference, Deakin University, Geelong, Australia.

  • Jenkins, K., with Ka'ai, T. (1994). Māori education: A cultural experience and dilemma for the state: A new direction for Māori society. In E. Coxon, K. Jenkins, J. Marshall & L. Massey (Eds.),The politics of learning and teaching in Aotearoa-New Zealand. Palmerston North: The Dunmore Press.

    Google Scholar 

  • Lauder, H. (1990). The new right revolution and education in New Zealand. In S. Middleton, J. Codd, & A. Jones (Eds.),New Zealand education policy today: Critical perspectives. Wellington: Allen & Unwin.

    Google Scholar 

  • McGee, C., & Moltzen, R. (1993). Principles underlying the reforms. In D. Mitchell with C. McGee, R. Moltzen, & D. Oliver (Eds.),Hear Our Voices (Final Report of Monitoring Today's Schools Research Project). Hamilton: University of Waikato.

    Google Scholar 

  • McKinley, E., Waiti, P., & Bell, B. (1992). Language, culture and science education.International Journal of Science Education, 14(5), 579–595.

    Google Scholar 

  • McKinley, E. (1995).A power/knowledge nexus: Writing a science curriculum in Māori. Unpublished Master of Education thesis, University of Waikato, New Zealand.

    Google Scholar 

  • Ministry of Education (1992). Contract positions.The New Zealand Educational Gazette, 15 September, 11.

    Google Scholar 

  • Ministry of Education (1993).The New Zealand curriculum framework. Wellington: Learning Media.

    Google Scholar 

  • Ministry of Education (1993a).Science in the New Zealand curriculum. Wellington: Learning Media.

    Google Scholar 

  • Ministry of Education (1994).Te tauākī marautanga p ūtaiao: He tauira. Wellington: Learning Media.

    Google Scholar 

  • Ministry of Education (1995).The New Zealand Educational Gazette, 74(1), 19.

    Google Scholar 

  • Scott, J. W. (1992). Campus communities beyond consensus. In P. Aufderheide (Ed.),Beyond PC: Towards a politics of understanding. Saint Paul: Graywolf Press.

    Google Scholar 

  • Smith, G. H. (1990). Taha Māori: Pākehā capture. In J. Codd, R. Harker, & R. Nash (Eds),Political issues in New Zealand education (2nd ed.). Palmerston North: The Dunmore Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Elizabeth McKinley.

Additional information

This paper forms part of an MEd thesis. For a fuller analysis of the development of “Te Tauākī Marautanga Pūtaiao: He Tauira” (Draft National Science Curriculum in Māori) see McKinley (1995) in the references. See alsoSAMEpapers 1995 (Hamilton, New Zealand: Centre for Science, Mathematics and Technology Education, University of Waikato).

Rights and permissions

Reprints and permissions

About this article

Cite this article

McKinley, E. Towards an indigenous science curriculum. Research in Science Education 26, 155–167 (1996). https://doi.org/10.1007/BF02356429

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02356429

Keywords

Navigation