A 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

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dc.confidentialEmbargo : Noen_US
dc.contributor.advisorBevan-Brown, Jill
dc.contributor.authorTawhai, Veronica Makere Hupane
dc.date.accessioned2020-10-04T21:35:46Z
dc.date.accessioned2021-05-10T01:34:52Z
dc.date.available2020-10-04T21:35:46Z
dc.date.available2021-05-10T01:34:52Z
dc.date.issued2020
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/10179/16332
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectIndigenous peoplesen
dc.subjectCitizenshipen
dc.subjectStudy and teachingen
dc.subjectIwi taketakeen
dc.subjectMātaurangaen
dc.subjectMāori Doctoral Thesisen
dc.subject.anzsrc450811 Te mātauranga Māori i roto i te mātauranga (Mātauranga Māori in education)en
dc.subject.anzsrc440802 Citizenshipen
dc.titleA 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 Zealanden_US
dc.typeThesisen_US
massey.contributor.authorTawhai, Veronica Makere Hupaneen_US
thesis.degree.disciplineEducationen_US
thesis.degree.grantorMassey Universityen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US
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