Tēnā koutou katoa. This is our sixth co-written editorial, with which we arrive at the end of our initial 3-year term as the Co-Editors and Book Reviews Editor of Te Hautaka Mātai Mātauranga, having overseen the last three volumes, 53–55 (2018– 2020). We have gladly accepted a further 3 years editing the journal (2021–2023), but take this milestone as an opportunity to reconsider our role as its editors, by discussing the purpose of a New Zealand journal of educational research. The history of the journal was recapitulated in an editorial written 5 years ago by our predecessors for the 50th volume, who noted that the journal’s first issue in 1966 “contained six articles and five book reviews” (Bourke and Loveridge 2015, p. 1). Today, these remain our two main forms of publication, supplemented with occasional commentaries and research notes. On this observation “it could be argued that little has changed” (p. 1), but “the way issues are framed, and the language used” (p. 2) have changed significantly. On its inauguration in 1966, the journal recorded “concern” with Māori education, but was written “from a dominant paradigm of privilege” whereby research sought the causes of “Māori educational retardation” (p. 2). Clearly, Māori education has been a central concern of the journal since its first volume, and remains so today. In this way, the journal documents the longstanding and ongoing importance of Māori education in the work of the New Zealand educational research community, and its transformation from the colonising ‘education of Māori’ to the critical, decolonising, Kaupapa Māori notion of ‘education for Māori’. One of our first achievements as new editors in 2018 was to correct the spelling of the Māori name of the journal, which for about 10 years, including the years of its transition to Springer, was published as ‘Te Hautaki’ instead of ‘Te Hautaka’. Making this change as was no simple matter, since it required changes to the Springer website. How the premier New Zealand journal of educational research ended up being published for 10 years with a spelling mistake in its own name can be seen as a ‘cautionary tale’ for biculturalism in education in Aotearoa New Zealand.

中文翻译：

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什么是新西兰教育研究杂志？

Tēnā koutou katoa。这是我们的第六篇共同撰写的社论，在我们作为 Te Hautaka Mātai Mātauranga 的共同编辑和书评编辑的最初 3 年任期结束时，我们已经监督了最后三卷，53-55（2018 年） – 2020 年）。我们很高兴接受再编辑该期刊的 3 年（2021-2023 年），但通过讨论新西兰教育研究期刊的目的，以此里程碑为契机，重新考虑我们作为其编辑的角色。我们的前辈在 5 年前为第 50 卷撰写的社论中概括了该杂志的历史，他们指出该杂志 1966 年的第一期“包含六篇文章和五篇书评”（Bourke and Loveridge 2015，第 1 页） . 今天，这些仍然是我们的两种主要出版形式，并辅以偶尔的评论和研究笔记。根据这一观察，“可以说几乎没有改变”（第 1 页），但“问题的构建方式和使用的语言”（第 2 页）发生了重大变化。在 1966 年就职时，该杂志记录了对毛利人教育的“关注”，但它是“从特权的主导范式”撰写的，研究旨在寻找“毛利人教育迟缓”的原因（第 2 页）。很明显，毛利教育从第一期开始就一直是该杂志关注的中心问题，今天仍然如此。通过这种方式，该杂志记录了毛利人教育在新西兰教育研究界工作中的长期和持续重要性，以及它从殖民化的“毛利人教育”到批判性的、非殖民化的、考帕帕毛利人的“教育为毛利人'。2018 年，我们作为新编辑的首要成就之一是更正了该期刊毛利语名称的拼写，该期刊大约 10 年，包括其过渡到 Springer 的年份，以“Te Hautaki”而非“Te Hautaka”出版'。进行此更改并非易事，因为它需要对 Springer 网站进行更改。新西兰首屈一指的教育研究期刊如何以自己的名字拼写错误而最终出版了 10 年，这可以被视为新西兰 Aotearoa 教育中的双文化主义的“警示故事”。