The Development of an Indigenous Knowledge Program in a New Zealand Maori-Language Immersion School
Bibliographic Data
| ID | 2470916 |
|---|---|
| Authors | Barbara Harrison (0000-0001-6604-3626, University of Waikato, corresponding author) |
| Year | 2005 |
| Volume | 36 |
| Issue | 1 |
| Pages | 57-72 |
| Publication date | 2005-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Anthropology & Education Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0161-7761 • E-ISSN: 1548-1492 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1525/aeq.2005.36.1.057 |
| OpenAlex | W1980474075 |
| Language | EN |
| Citations received | 15 |
| References cited | 5 |
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
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| Unique citing works | 15 |
|---|---|
| Citations per year | 0,71 |
| Citation span | 2005 - 2025 (21) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 15 |