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A critical examination of policy, school management and Treaty issues in New Zealand education with special focus on changes in the 1980s and 1990s.
E ngā mana, e ngā reo, e ngā karangaranga maha o te motu! Mihi mai, tauti mai, whakatau mai ki te tautoko te kaupapa o tēnei wā. Nā reira, tēnā rā koutou katoa!
What does the Treaty of Waitangi have to do with education today? What do neo-liberal business theories have to do with education?
The course examines post-Treaty historical developments in relations between Māori and Pākehā subsequent to the signing of Te Tiriti o Waitangi, (the Treaty of Waitangi), the emergence of neo-liberalism, with special regard to the practice and organisation of education. Attention is directed to the restructuring in education since 1984, to the philosophical arguments that support and oppose such changes, and to the effects of such changes for all students. Human rights, responsibilities and respect in relation to Te Tiriti o Waitangi education are explored further in relation to national and international human rights commitments.
|Paper title||Education in New Zealand: Policy and Treaty Issues|
|Teaching period||Semester 2 (On campus)|
|Domestic Tuition Fees (NZD)||$929.55|
|International Tuition Fees||Tuition Fees for international students are elsewhere on this website.|
- EDUC 101 or EDUC 102 or 108 points
- EDUX 251
- Schedule C
- Arts and Music
- With approval, students who have passed EDUC105 prior to 2017 may be admitted without the normal prerequisite.
- Teaching staff
- Teaching Arrangements
- Face-to-face learning and Blackboard.
- Readings on eReserve.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Communication, Critical thinking, Cultural understanding,
Ethics, Information literacy, Research.
View more information about Otago's graduate attributes.
- Learning Outcomes
After successfully completing this paper, the student will be able to
- Analyse the application of te Tiriti o Waitangi to educational institutions
- Identify and describe the processes and specific events in relation to the restructuring of education and state policy since the election of the fourth Labour Government in 1984
- Critically reflect on the strengths and weaknesses of the underpinning discourses of particular educational policies
- Examine the effects of particular policies, propose alternative policy discourses, and make links from policy to professional practice