ABSTRACT

Current research into, and definitions of, historical literacy do not adequately acknowledge the cultural backgrounds of indigenous learners across the historical disciplines and levels. Nor do they recognise the vital role of historical literacy in empowering indigenous students. In conversations with teachers of a range of ethnicities and Māori and Pasifika students from across the historical disciplines, we asked: how can teachers inspire indigenous students to feel at home in the historical disciplines, do well in them and make them their own? The teachers and students saw historical literacy as predominantly textual in nature, and critical historical literacy as often culturally alien to Māori and Pasifika students. The teachers revealed that what worked to foster critical historical literacy in Māori and Pasifika students was multimodal performance. Accordingly, we argue that pedagogy in the historical disciplines that sustains Māori and Pasifika students culturally enables them to perform their culture through historical literacy – and, thus, to see history (both history per se and their histories) as open to their knowledge, critique and ownership.

摘要

当前对历史素养的研究和定义并未充分认识到跨历史学科和水平的土著学习者的文化背景。他们也没有认识到历史素养在赋予土著学生权力方面的至关重要的作用。在与各种种族的老师以及来自各个历史学科的毛利人和帕斯菲卡的学生进行对话时，我们问：教师如何激发土著学生在历史学科中感到宾至如归，在自己的学科中做得好并成为自己的？师生们认为，历史素养本质上主要是文本，而批判性历史素养通常在文化上对毛利人和帕斯菲卡学生是陌生的。老师们透露，在毛利人和帕斯菲卡学生中培养批判性的历史素养的工作是多模式表演。因此，我们认为，历史学科中的教学法在文化上支撑着毛利人和帕斯菲卡的学生，使他们能够通过历史素养来表现他们的文化-因此，将历史（本身的历史及其历史）视为对他们的知识，评论和所有权开放的人。