Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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    Performing Identity Entrepreneurship During the Colonisation of New Zealand: A Rhetorical Construction of ‘Loyal Subjects of the Empire’
    (PsychOpen, Leibniz Institute for Psychology (ZPID), Trier, Germany, 2022-01-01) Choi SY; Liu JH; Belgrave M; Reddy G
    A thematic analysis of New Zealand’s historical Speeches from the Throne (10 speeches, from 1860-1899) investigated rhetorical strategies used by Governors during colonisation, to mobilise both settler and indigenous people’s participation in the British Empire. Identity leadership (Reicher & Hopkins, 2001, https://doi.org/10.1111/0162-895X.00246), augmented by critical theories of emotion (Williams, 1977, Marxism and literature. Oxford University Press) under the cultural framework of hierarchical relationalism (Liu, 2015, https://doi.org/10.1111/jtsb.12058) was applied to show how unequal but reciprocal relationships were invoked by Governors, as representatives of the Crown and advocates for the general public in New Zealand. Governors attempted to mediate a positive shared identity within the British Empire; but at the same time to isolate those who excluded from subjecthood by their hostility to the Crown. Governors alternated between efforts to mobilise people against indigenous Māori who challenged them, and offers to include Māori who conformed to the conventions required of a hierarchical relationship between Crown and subject. We reflect on how these dynamics of rhetorical performance may still be relevant today, especially in contexts of hierarchy and in the domain of leaderfollower relations more broadly.
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    Consulting the Past Creating a National History Curriculum in Aotearoa New Zealand
    (UTS ePRESS, 6/12/2022) Neill C; Belgrave M; Vilanova Miranda De Oliveira G
    In many countries, the development of national history curricula has been politically controversial, causing great public interest and concern. Such controversies tend to bring into tension diverse political, social and cultural voices and their interests in a nation’s history, expressing the historical consciousness of a society. At the extreme, ‘history wars’ emerge over what is prioritised for learning, and how it is learnt, especially when historical interpretations clash with political agendas. In this article we explore these ideas through the responses of different sectors to the development of Aotearoa New Zealand's first national history curriculum. By looking at the responses of teachers, academic historians, politicians and the community at large, we attempt to explain why the debate so far has been professional rather than polemical, and why the country’s ‘history wars’ have only involved a few skirmishes at the edges of political debate.
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    What for the future, from learning the past? Exploring the implications of the compulsory Aotearoa New Zealand histories curriculum
    (Victoria University of Wellington and the New Zealand Council for Educational Research, 24/11/2022) Neill C; Bell R; Belgrave M; Meihana P; Watson G; Higgins, J; Cherrington, S
    Important curriculum development work has progressed since the 2019 announcement that Aotearoa New Zealand histories would become compulsory learning across all schools. Much effort has gone into considering how learning ‘our’ histories can engage, inspire and empower children in schools through years 1 to 10, and recent writing has focused on how to address challenges in building knowledge and capability to meet those aims. However, what will be the effects beyond those years? Will students still be drawn to choose history in their senior school years, or will they be ‘over it’? In a quest to gauge the implications of the new curriculum, our research team surveyed secondary school history students on their motivations and areas of interest in learning history, and their views on Aotearoa New Zealand history becoming compulsory for Years 1-10. Findings from our research confirmed that students’ past engagement with history influenced their ongoing interest, motivation and understanding of the subject. However, the positive learning that had drawn them to history was often about everyone else’s history rather than their own. Students identified international histories – often involving war or conflict – as favourite topics. So, while most supported the implementation of the new curriculum, they equally expressed concern that the local focus should not be at the expense of wider perspectives. They felt history could become repetitive and boring; elements which could put students off engaging with history in future. We conclude by presenting important considerations for ensuring such negative impacts do not occur.