The Development of an Indigenous Knowledge Program in a New Zealand Maori-Language Immersion School

Dados Bibliográficos

ID2470916
AutoresBarbara Harrison (0000-0001-6604-3626, University of Waikato, autor correspondente)
Ano2005
Volume36
Fascículo1
Páginas57-72
Data de publicação2005-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoAnthropology & Education Quarterly (JOURNAL)
Identificadores do periódicoISSN: 0161-7761 • E-ISSN: 1548-1492
EditoraWiley (PUBLISHER • GB)
DOI10.1525/aeq.2005.36.1.057
OpenAlexW1980474075
IdiomaEN
Citações recebidas15
Referências citadas5

In 1985, Te Wharekura o Rakaumangamanga initiated a Maori-language immersion program for children ages 5 through 18. In recent years, a program based on Waikato-Tainui tribal epistemology has been incorporated into the language immersion program. This article describes the community context and the language immersion and tribal knowledge programs. We consider the relationship of these programs to individual and tribal self-determination and to theories of minority achievement, particularly the work of John Ogbu

Bilingual education · Immersion · Indigenous Education · Indigenous language · Traditional knowledge · Education Systems and Policy · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights