ABSTRACT

The development of state/federal mandated curricula for schooling is a highly politicised process, and even more so for marginalised Indigenous groups who are simultaneously attempting to revitalise their traditional language and knowledge. An example of this is the ongoing struggles between the New Zealand State and Māori to develop curricula for Māori-medium schooling over the past 25 years.

While state funding was provided to support the inaugural Māori-medium curriculum development in the 1990s, it had to mirror the hegemonic English version, a continuation of the past 100 years of assimilationist practice. In the subsequent revision of the Māori-medium curriculum 2007–2008, the State was more accepting of difference and the capacity to develop Māori-medium curriculum had significantly expanded. In 2013, the state agreed to fund the development and implementation of localised school curriculum for one of the more highly politised Māori-medium sectors – kura kaupapa Māori. We draw on Fraser’s (2005. Reframing justice in a globalizing world. New Left Review, 36(Nov–Dec), 69–88) social justice tripartite of distribution, recognition and representation to critique and examine the tensions, and in many cases, unresolved issues in curriculum developments for Māori-medium schooling.

摘要

州/联邦规定的学校教育课程的开发是一个高度政治化的过程，对于同时试图振兴其传统语言和知识的边缘化土著群体而言更是如此。这方面的一个例子是新西兰政府和毛利人在过去 25 年中为制定毛利人中等教育课程而进行的持续斗争。

虽然国家拨款支持 1990 年代首个毛利语媒介课程开发，但它必须反映霸权的英语版本，这是过去 100 年同化实践的延续。在 2007-2008 年毛利语中等课程的后续修订中，国家更加接受差异，开发毛利语中等课程的能力显着扩大。2013 年，国家同意为高度政治化的毛利中等部门之一 - kura kaupapa Māori 开发和实施本地化学校课程。我们借鉴弗雷泽 (2005. Reframing Justice in a globalizing world. New Left Review, 36(Nov–Dec), 69–88) 分配、承认和代表的社会正义三方来批判和检查紧张局势，在许多情况下，