The colonial relationship between Māori and Pākehā cultures has often resulted in the deprioritisation of mātauranga Māori (including te reo Māori) from both Māori and Pākehā (NZ Europeans). Interviews with 19 Māori language learners explored how Māori and Pākehā relationships developed in a post/neo-colonial society where Pākehā cultural norms govern public domains. Participants explained how it was possible to prioritise Māori knowledge and language in a society that is discrimina-tory towards Māori. Predominant ways in which Māori were protected from discrimination towards their own language, culture and people were through creating spaces where Māori language and customs were normalised. For some participants, the unequal relationship b...
The article considers specific features of the language situation and language policy in New Zealand...
This article examines the challenges and opportunities in the indigenisation of the technology curri...
In the article I intend to describe the way in which “scientific” categories of race and class are ...
Veracini suggests that the coloniser does not yet know ‘how settler decolonisation should appear’. I...
The article considers the significance of bilingual education in the revitalization of the indigenou...
The article considers minority education issues in New Zealand. The author takes into consideration ...
Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languag...
This essay engages questions of evaluator role and indigenous peoples participation in evaluation wi...
Contains fulltext : 134902.pdf (publisher's version ) (Closed access)Maori people ...
Lorenzo Veracini suggests that the coloniser does not yet know 'how settler decolonisation should ap...
The principle of cultural and linguistic homogeneity, upon which the organization of modern nation-s...
In 1985, Te Wharekura o Rakaumangamanga initiated a Maori-language immersion program for children ag...
This article reports on a study which investigated the language lives of Afrikaans-speaking South Af...
Globally, colonialism has disconnected Indigenous peoples from their culture, community and land. It...
This article draws from a qualitative PhD research study and presents some of the challenges experie...
The article considers specific features of the language situation and language policy in New Zealand...
This article examines the challenges and opportunities in the indigenisation of the technology curri...
In the article I intend to describe the way in which “scientific” categories of race and class are ...
Veracini suggests that the coloniser does not yet know ‘how settler decolonisation should appear’. I...
The article considers the significance of bilingual education in the revitalization of the indigenou...
The article considers minority education issues in New Zealand. The author takes into consideration ...
Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languag...
This essay engages questions of evaluator role and indigenous peoples participation in evaluation wi...
Contains fulltext : 134902.pdf (publisher's version ) (Closed access)Maori people ...
Lorenzo Veracini suggests that the coloniser does not yet know 'how settler decolonisation should ap...
The principle of cultural and linguistic homogeneity, upon which the organization of modern nation-s...
In 1985, Te Wharekura o Rakaumangamanga initiated a Maori-language immersion program for children ag...
This article reports on a study which investigated the language lives of Afrikaans-speaking South Af...
Globally, colonialism has disconnected Indigenous peoples from their culture, community and land. It...
This article draws from a qualitative PhD research study and presents some of the challenges experie...
The article considers specific features of the language situation and language policy in New Zealand...
This article examines the challenges and opportunities in the indigenisation of the technology curri...
In the article I intend to describe the way in which “scientific” categories of race and class are ...