Knowing their place: the political socialisation of maori women in new zealand through schooling policy and practice, 1867-1969

Jenkins, Kuni Kaa; Matthews, Kay Morris

doi:10.1080/09612029800200339

Cited by 5 publications

(12 citation statements)

References 2 publications

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“…Consistent with British missionary practices in Africa and the East, missionary schooling was focused on two key agendas: civilizing and christianizing Māori people. 7 Schooling became a site through which missionary and religious groups could reproduce and legitimate selected forms of knowledge that were compatible with an assimilationist agenda. Ultimately the goal was to ensure Māori learned appropriate values, skills and ways of living.…”

Section: Early Yearsmentioning

confidence: 99%

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand

Fitzgerald¹

2019

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

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Section: Early Yearsmentioning

confidence: 99%

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand

Fitzgerald¹

2019

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“…It was considered best for young Māori women to become domesticated to a colonial construct and be sent to boarding schools to assimilate to Pākehā way of life and thinking, thus becoming subservient and learning to become good wives and mothers. As examples, Māori girls were placed in the schoolmaster's house under the supervision of the master's wife to learn domestic skills with an emphasis on health and nutrition, and later sent to Māori boarding schools (Tomlins-Jahnke, 1997b;Jenkins & Morris Matthews, 1998). Boarding schools were intended to curb moral degeneracy in Māori communities through the ignorance and inactivity of Māori girls, and to educate Māori mothers in response to a high infant mortality rate.…”

Section: The Viewpoint Of a Dominant Pākehā Societymentioning

confidence: 99%

Tika Tonu: Young Māori Mothers' Experiences of Wellbeing Surrounding the Birth of their First Tamaiti

Graham¹

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<p>The wellbeing experiences of young Māori mothers’ (ngā māmā) surrounding the birth of their first tamaiti and the impact of those experiences, often determine outcomes for wāhine Māori, their tamariki and whānau. A greater understanding and nurturing of young Māori mothers has far reaching implications that encompass hapū, iwi, community, Aotearoa and the health experiences and outcomes of Indigenous and other subjugated people in the global community. However, there is little exploration and information about the wellbeing experiences of young Māori mothers, and therefore little is known about their stories, thoughts, and feelings from their experiences. This thesis explores the experiences of young Māori mothers from their perspective, regarding pregnancy, birth and motherhood. Historical misrepresentation, western notions of gender and sexuality, negative statistics and reports have portrayed young Māori mothers as the least capable, least desired and deficient. Dominant western ideologies of motherhood and hegemonic perceptions fail to recognise the essence of wellbeing for young Māori mothers, and instead marginalise and render their aspirations invisible and irrelevant. This thesis brings to the fore the elements that ngā māmā signal as vital to their wellbeing. By utilising a kaupapa Māori approach to methodology, and a theoretical framework of kaupapa Māori and mana wahine, this thesis explores what matters to ngā māmā and their wellbeing, and how te ao Māori is an intrinsic part of those experiences. An integrated kaupapa Māori analytical framework is presented, which was developed for the thesis as a legitimate and authentic approach to research method and design to help make sense of and assemble the codes, symbolism and themes of the data. The findings of this thesis signify the power of the female to influence the wellbeing of ngā māmā through stability, guidance and empowerment. The thesis captures the tamaiti as ‘tohu aroha’, and explicates the journey of ngā māmā to greater rangatiratanga and identity. Furthermore, the vitality and balance of te ao Māori within the lives of ngā māmā contributes to what is significant to their experiences of wellbeing. The thesis emancipates ngā māmā from entrenched stereotypes by epitomising their experiences and thus denouncing deficit discourses, and advances the aspirations of ngā māmā and the lives of their tamariki and whānau. This thesis makes an original and complementary contribution to the growing knowledge around Māori maternal wellbeing, kaupapa Māori methodology and research.</p>

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“…(Williams, 1906, (Waitangi Tribunal, 1999), the creation of schools for Māori by the government was seen as a way to ensure the "social control and assimilation of Māori" (p. 5). Actively educating Māori children away from their language and culture, and replacing it with Pākehā culture and the English language, was seen to be the most expedient way to assimilate Māori (Jenkins & Matthews, 1998).…”

Section: Chapter Four: Whānau Narrativesmentioning

confidence: 99%

Ka ao, ka ao, ka awatea: Emergent Māori experiences of education employment transition

Mitchell¹

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<p>The significance of genealogy on Māori transitions between education and employment is often not appreciated as a valid body of knowledge. This research seeks to consider a family history of Māori ‘education towards employment’ experiences and the ensuing conversations that have occurred as part of those experiences. Of major focus is the influence of state policy on systems that have educated Māori to become employable or unemployable, highlighting the often insidious nature of the underlying themes of assimilation, cultural adaptation and integration that have underpinned these policies. Kaupapa Māori theory is engaged as the methodological approach for this research, while a ‘hypothetical dialogue’, counter-storying and Critical Race Theory (CRT) form the theoretical frameworks for analysing the historical and contemporary narratives provided. What this enables is the positioning of a Māori lens with which to understand the inherent values, beliefs and experiential learning that emerge through using autoethnography and more specifically, indigenous autoethnography. This research details a series of conversations that portray the education-employment transitions of different generations of the researcher’s family. It is a highly personalised account shared to provide insight into the effect of policy on these transitions. Accompanied by scholarly commentary, the thematic material is derived from the collection and analysis of primary data such as genealogical and personal experience, which includes the analysis of family narratives and the observation of hui/meetings.1 Secondary data includes literature and review of policy, which provided a baseline for the research. The findings of the research establish deficit thinking as a distinctive, historic and recurring feature of systems that are supposed to educate Māori for employment, but which instead continue to educate and transition a significant number of young Māori into unemployment, underemployment and temporary employment arrangements. These findings contribute to the development of an initiative that supports Māori transitions between education and employment, and which looks to the design of a community hub dedicated to educating whole families at a grassroots level; specifically focusing on a group of parents and whānau studying towards an undergraduate qualification based at their local kura/school.</p>

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Knowing their place: the political socialisation of maori women in new zealand through schooling policy and practice, 1867-1969

Cited by 5 publications

References 2 publications

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand

Tika Tonu: Young Māori Mothers' Experiences of Wellbeing Surrounding the Birth of their First Tamaiti

Ka ao, ka ao, ka awatea: Emergent Māori experiences of education employment transition

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