Mathematics curriculum development and indigenous language revitalisation: contested spaces

Abstract

This paper examines the development of two iterations of mathematics curricula over a 15-year period for classrooms teaching in te reo Māori, the endangered Indigenous language of Aotearoa New Zealand. Similarities and differences between the two iterations are identified. Although parameters set by the New Zealand Ministry of Education about what the curricula would look like and how they would be developed were not always commensurate with Māori aspirations, analysis suggests that Māori were able to use opportunities to ensure that their agendas for language development and revitalisation were achieved. Spaces were made available because of the government's ideological assumptions, but were used by Māori to achieve their ideological aims. However, neither iteration was smooth, with Māori having to determine how to operate within these contested spaces. The result of Māori requirements to have language recognised as an important issue was that both process and product of curriculum development were affected.

Agency–structure dynamics in an indigenous mathematics education community in times of an existential crisis in education

“…However, Māori-medium mathematics curriculum developers saw an opportunity to coopt the development of a Māori-medium mathematics curriculum and used their collective, but limited, agency to serve their community's linguistic needs. For example, the development of the Māori-medium mathematics register enabled the teaching of mathematics, in the Māori language, to the upper level of secondary schools and beyond (McMurchy-Pilkington et al, 2013). With implementation of the Māori-medium mathematics curriculum a requirement under legislation by the late 1990s, the MoE was also obliged to support teachers and schools through a range of initiatives, including professional development and resources to support Māori-medium mathematics education.…”

“…The second round of development of Māori-medium curricula in 2007-2008 had a different starting point. While the basic structure of the 1996 curricula was to be maintained, the earlier restrictive requirements, for example, that it had to be a translation of the English version, were removed (McMurchy-Pilkington et al, 2013). The capacity to develop Māorimedium curriculum had expanded significantly over the intervening decade and the "Ministry of Education appeared more accommodating of difference" (McMurchy-Pilkington et al, 2013, p. 357).…”

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

“…The only requirement was to match an eightlevel hierarchy of content knowledge which runs through all learning areas in both Englishmedium and Māori curricula. (McMurchy-Pilkington, Trinick, & Meaney, 2013).…”

“…The struggle for Māori control of the pāngarau curriculum is examined in the pāngarau literature from a hegemony/anti-hegemony perspective (McMurchy-Pilkington, 2004McMurchy-Pilkington et al, 2013). The conclusion is drawn that Māori control of the curriculum is now significant but still framed by English-medium constraints.…”

An exploration of ako-rich teaching practices in an English-medium mathematics classroom drawing from the voices of Year 9 and 10 students, and their parents

“…The majority of New Zealand schools provide instruction underpinned by standards for behaviour linked to cultural values of Pākeha colonisers (Anderson et al, 2010;Graham et al, 2010;McMurchy-Pilkington, Trinick, & Meaney, 2013;Smith, 2003). Therefore…”