title: How Maori have been affected through the notion and practice of schooling: A theoretical analysis

authors: Williamson, Laurie Thomas

abstract: Education has always been associated according to the public with a necessary function to equip individuals to fit into society when they reach adulthood. The fact that it functions with efficiency is attributed in part to the implementation of social norms, which "impose uniformity of behaviour" (Young 2006, p. 1).

This thesis delves into how Maori have been positioned under a mainstream schooling discourse which has put them at a disadvantage since the implementation of a discourse requires the subjugation of those who are not the majority power holders to assimilate into someone else's discourse. The effect of assimilation into a mainstream discourse has political implications for Maori, as schools are the gateway towards social stratification. This thesis will look at the historical and developmental concept of schooling within a western context, moving towards the development of formal schooling in New Zealand and also look at the sociological and political impact of schooling upon Maori students.

I will also differentiate between the terms schooling and education to suggest Maori forms of educational discourse has been marginalised in favour of assimilation into a supposedly equitable rigid, formal system of schooling. I will illustrate the broader concept of education that takes place outside of schools formal boundaries as a way to contrast the level of control and regulation the government initiates within the formal schooling environment. I will also look at the way schools have been used from its colonial beginnings in New Zealand as a way to civilise or impose one cultural practice on another as a way of breaking down uncivilised beliefs and traditions.

text: How Maori have been affected through the notion and practice of schooling: A theoretical analysis Education has always been associated according to the public with a necessary function to equip individuals to fit into society when they reach adulthood. The fact that it functions with efficiency is attributed in part to the implementation of social norms, which "impose uniformity of behaviour" (Young 2006, p. 1).

This thesis delves into how Maori have been positioned under a mainstream schooling discourse which has put them at a disadvantage since the implementation of a discourse requires the subjugation of those who are not the majority power holders to assimilate into someone else's discourse. The effect of assimilation into a mainstream discourse has political implications for Maori, as schools are the gateway towards social stratification. This thesis will look at the historical and developmental concept of schooling within a western context, moving towards the development of formal schooling in New Zealand and also look at the sociological and political impact of schooling upon Maori students.

I will also differentiate between the terms schooling and education to suggest Maori forms of educational discourse has been marginalised in favour of assimilation into a supposedly equitable rigid, formal system of schooling. I will illustrate the broader concept of education that takes place outside of schools formal boundaries as a way to contrast the level of control and regulation the government initiates within the formal schooling environment. I will also look at the way schools have been used from its colonial beginnings in New Zealand as a way to civilise or impose one cultural practice on another as a way of breaking down uncivilised beliefs and traditions.

year: 2012

title: E Ara Apanui

authors: Maxwell, Te Kahautu

abstract: E Ara Apanui recites the genealogical links between the Te Whakatōhea iwi and the host people of the Te Whānau a Apanui iwi. This new composition was performed by Ōpōtiki Mai Tawhiti at the Mātaatua Regional Kapa Haka Competition to qualify for Te Matatini 2013.

text: E Ara Apanui E Ara Apanui recites the genealogical links between the Te Whakatōhea iwi and the host people of the Te Whānau a Apanui iwi. This new composition was performed by Ōpōtiki Mai Tawhiti at the Mātaatua Regional Kapa Haka Competition to qualify for Te Matatini 2013.

year: 2012

title: Video ethics and young children

authors: White, Elizabeth Jayne

abstract: This editorial starts an important discussion concerning the contemporary use of video that involves young children, including infants, in an age of visual culture within the open learned society that comprises the Video Journal of Education and Pedagogy. The author puts in motion an agenda for ethics committees and researchers to consider these issues carefully before determining the use of video involving young children in educational research.

text: Video ethics and young children This editorial starts an important discussion concerning the contemporary use of video that involves young children, including infants, in an age of visual culture within the open learned society that comprises the Video Journal of Education and Pedagogy. The author puts in motion an agenda for ethics committees and researchers to consider these issues carefully before determining the use of video involving young children in educational research.

year: 2017