| Tittel: | Globalised language and culture policy borrowing for Aotearoa: Colonisation, history and language power | | Ansvar: | Sharon Harvey | | Forfatter: | Harvey, Sharon  | | Materialtype: | Bokkapittel | | Utgitt: | Oslo : Universitetsforlaget, 2022 | | Omfang: | S. 153–172 | | ISBN/ISSN: | 9788215053424 | | Emneord: | Samer / Statsborgerskap / Utdanning / Utdanningsrett / Vitenskapelig publikasjon | | Geografiske emneord: | New Zealand | | Note: | Open access: Creative Commons CC BY 4.0 licence. | | Innhold: | Abstract
This chapter examines the introduction of intercultural competency into the New Zealand learning languages curriculum released in 2007 and based largely on the work of the Council of Europe. An important question is raised as to whether such theoretical models emanating from Western Europe can address the historical power imbalances that have resulted in extreme forms of oppression and the silencing of Indigenous languages and cultures in previously colonised countries.
Keywords: language education policy, Aotearoa New Zealand, indigeneity, colonization, subject languages | | Del av verk: | Indigenising education and citizenship | | Forlagets omtale: |
This book is about Indigenous education and citizenship. Our center of attention is the politics of Indigenous education to be put into practice. We emphasise the processual aspects of both education and citizenship. We investigate how having both Indigenous and non-Indigenous citizens in nation state education systems is reflected in policy, pedagogy, and practice, and how to consider the implications for future forms of education and citizenship.
The book contributes to knowledge about Indigenous education as a field of research, policy, and practice around the world. To reach this goal, we examine the conceptual, political, and pedagogical issues relating to Indigenous citizenship and education in four different contexts, namely Sápmi, Australia, Aotearoa New Zealand, and Namibia.
Together, the contributors of the book come from different research disciplines, from Indigenous studies, education, and social anthropology to sociolinguistics, political science, and philosophy. The chapters highlight continua and diversity rather than dichotomies and unity. We look for how local practices relate to national and
international demands and perspectives, and for different ways of performing citizenship. Together, we seek the connections between the local, the national and the international, and between educational policy and practice.
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