Tātai Kōrero i Ngaro, Tātai Kōrero e Rangona: Legitimation and the Learning of Curriculum Mathematics in an Indigenous Māori School

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Title

Tātai Kōrero i Ngaro, Tātai Kōrero e Rangona: Legitimation and the Learning of Curriculum Mathematics in an Indigenous Māori School

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Description

In this thesis, the learning of conventional curriculum mathematics in indigenous Māori schools is conceptualised as a site of struggle within the wider context of a national New Zealand education system. For example, the research literature documents the effects of inadequate mathematics education resources, detrimental impacts on the nature of traditional Māori language and cultural practices, and concerns about under-achievement of Māori students in mathematics and access to powerful soci...

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Date created

15 Nov, 2021

Creator

Tweed, Brian

URL

https://figshare.com/articles/thesis/T_tai_K_rero_i_Ngaro_T_tai_K_rero_e_Rangona_Legitimation_and...

Related subjects

Legitimation / Curriculum Mathematics / Māori Education / Dialectical Critical Realism / Legitimation Code Theory / Bernstein Sociology of Education / School: School of Education / 130310 Māori Education (excl. Early Childhood and Primary Education) / 959999 Cultural Understanding not elsewhere classified / Degree Discipline: Education / Degree Level: Doctoral / Degree Name: Doctor of Philosophy / Maori Education (excl. Early Childhood and Primary Education)

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