2024/02/14 by Maia Hetaraka · 1 citation
paper · doi:10.1007/s40841-024-00307-9
crossref issued 2024/02/14 · crossref published 2024/02/14 · crossref published-online 2024/02/14 · crossref created 2024/02/14 · crossref published-print 2024/12/01 · crossref deposited 2024/12/13 · crossref indexed 2026/07/30
Abstract There is much to celebrate about the liberal-progressive approach championed by New Zealand, which continues to be a prized feature of New Zealand education. Many liberal-progressive practices developed in New Zealand and contextualised for New Zealand students that sought to expand and enrich education were borrowed from Native Schools, Māori teachers, and Pākeha perceptions of preferred Māori pedagogies, giving rise to the perception that New Zealand education is bi-cultural in nature. This article offers critique of the key philosophies that have underpinned New Zealand education for the past 100 years to consider some of the challenges of liberal-progressive education for Māori. The philosophical foundations of a cutting-edge, creative, student-centred schooling system remain problematic for Māori and have been largely unsuccessful in expanding or enriching schooling for many Māori. A te ao Māori perspective of the foundational education philosophies highlights that the negative socio-political and educational positioning of Māori in New Zealand has been purposeful and well-coordinated.