Browsing by Author "Tawhai, Veronica Makere Hupane"
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- ItemHe moana pukepuke e ekengia e te waka : persevering with citizenship education in Aotearoa : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education at Massey University(Massey University, 2007) Tawhai, Veronica Makere HupaneThis thesis examines citizenship education in Aotearoa New Zealand. In particular, it reviews what education there is in the New Zealand curriculum about Aotearoa's democratic arrangements, including the provisions for the political voices of Māori. Recent political debate suggested the reform of these provisions through a citizens-initiated referendum. This thesis sought to identify what formal education is provided to citizens to inform their response in such a referendum. Critical discourse analysis and a content analysis method were utilised to analyse data. A review of the social studies curriculum revealed some citizenship education material in education, but a distinct neglect of issues about the Māori-Pākehā relationship as they relate to Aotearoa's bi-political democracy. For example, there is an absence of material about the Māori Electoral Option. This thesis contributes to the calls for the strengthening of citizenship education in Aotearoa. It does so by affirming the benefits of such education to Aotearoa's democracy, through the empowerment of citizens to engage in democratic society. Such a citizenship education is posed through the concepts of presence, freedom, and critical consciousness from a Māori world-view (Te Ao Mārama).
- ItemHe moana pukepuke e ekengia e te waka persevering with citizenship education in Aotearoa : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education at Massey University, Palmerston North, Aotearoa New Zealand(Massey University. Department of Māori and Multicultural Education, 2007) Tawhai, Veronica Makere HupaneThis thesis examines citizenship education in Aotearoa New Zealand. In particular, it reviews what education there is in the New Zealand curriculum about Aotearoa's democratic arrangements, including the provisions for the political voices of Māori. Recent political debate suggested the reform of these provisions through a citizensinitiated referendum. This thesis sought to identify what formal education is provided to citizens to inform their response in such a referendum. Critical discourse analysis and a content analysis method were utilised to analyse data. A review of the social studies curriculum revealed some citizenship education material in education, but a distinct neglect of issues about the Māori-Pakeha relationship as they relate to Aotearoa's bipolitical democracy. For example, there is an absence of material about the Māori Electoral Option. This thesis contributes to the calls for the strengthening of citizenship education in Aotearoa. It does so by affirming the benefits of such education to Aotearoa's democracy, through the empowerment of citizens to engage in democratic society. Such a citizenship education is posed through the concepts of presence, freedom, and critical consciousness from a Māori world-view (Te Ao Marama).
- ItemA red-tipped dawn : teaching and learning about indigeneity and the implications for citizenship education : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Palmerston North, Aotearoa New Zealand(Massey University, 2020) Tawhai, Veronica Makere HupaneThe politics of Indigeneity and reconceptualisations of citizenship education present both challenges and opportunities to those of us engaged in teaching and learning about Indigeneity and citizenship in settler colonial societies. Utilising Kaupapa Māori (Indigenous, decolonising, critical) practitioner ethnography, this project investigated "what is best evidence-based practice in teaching and learning about Indigeneity? and what are the implications for citizenship education?" by examining existing literature and interviewing senior Indigenous, expert Indigeneity educators from Turtle Island (mainland USA and Canada), Hawai’i, Australia and Aotearoa. The findings from these interviews in particular offer significant guidelines for Indigeneity educators into the future: (1) best evidence-based practices in teaching and learning about Indigeneity, including the specific outcomes sought, the challenges that may be encountered with learners, and then curricula and pedagogical considerations to overcome these particular challenges; (2) citizenship as a site of Indigeneity struggles and the subsequent implications of Indigeneity for citizenship education, including what might be some initial curricula elements of transformative citizenship education in settler colonial societies, and; (3) the implications of best evidence-based practices in teaching and learning about Indigeneity for citizenship education generally in the areas of praxis, curricula and pedagogy.