Education Is Important For A Nation 's Most Populous City With A Wide Demographic Of Multicultural Individuals Essay

In 1840 the Māori chiefs and the English crown signed the Treaty of Waitangi which showed the dual heritage between the cultures and to develop a partnership to develop a shared future as we have today. This historical event has big impacts on Te Whāriki the way it was created with both Māori and Pākehā input to develop a curriculum that supports every child to develop as confident and competent learners. “.. all

I would like to discuss multiculturalism in education; I am particularly focused on the higher education aspect, and the effect of diversity on education. In reference to the four assigned articles that discussed reasons for and against a diverse learning environment in higher education and the effect on education and american culture.

Embedding Aboriginal and Torres Strait Islander perspectives in the curriculum has now become a high priority amoungst schools across the nation. The Australian Curriculum, Assessment and Reporting Authority (ACARA) (2013), recognises “that the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority is designed for all students to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures”. By including this, the curriculum will continue to see Indigenous culture throughout school become part of the norm. Furthermore Indigenous Australian perspectives can and should be included in the classroom and any barriers that arise can be overcome.

Education is fundamental to growth, the growth of the individual, and the growth of a nation. Anthropologically this can be seen from the earliest of developments of human societies where practices emerge to ensure the passing of accumulated knowledge from one generation to the next. In the centuries since the invasion and colonisation of Australia in 1788, colonist authorities and governments have dominated the making of policies regarding most major aspects of Australian life, including the lives of Indigenous Australians. The enactment of these policies and legislation, whether targeted at society as a whole or directly at education, has had significant and most often negative causal impact on Aboriginal and Torres Strait Islander peoples, resulting in not only poor educational outcomes, but the loss of cultural identity, the development of serious issues in health and wellbeing, and the restriction of growth of Aboriginal communities. Moreover, there has been an ongoing pattern of the adoption of ill-informed policies in Australia, resulting in these poor outcomes and cultural decimation. Aboriginal people have developed a wariness, a mistrust, and even an attitude of avoidance to engage with non-Indigenous officials and those who they associate as their representatives, i.e. personnel working within

As a future educator, it will be my job to continue acknowledging, valuing and teaching Indigenous origins, histories and cultures using the Australian Institute for Teaching and School (AITSL) standard 2.4 and the Australian Curriculum. This will give my future students a better understanding that Aboriginal and Torres Strait Islander people were the first custodians of our Australian land and of their origins. They lived in Australia 60,000 years before the British settled in 1788. I will teach an Australian historical time line prior to 1788.

The structure of this paper will follow the Cultural Competency Framework as a means for exploring the above stated speeches. This framework moves through knowledge; informed practice/informed decision; and positive/effective learning and development. At the knowledge stage the content, importance and effect of the speeches will be explored, as well as their context. To address informed practice/informed decision the paper looks more closely at the issues which are raised in the speeches and their impact on Indigenous Australians. Finally positive/effective learning and development will be acknowledged through the exploration of the education implications that these issues can have in the classroom.

Biculturalism has a massive role in Aoteaora New Zealand’s society and has a massive impact in its history. Having a clear understanding of it is crucial in order to be more appreciative of how diverse New Zealand’s society has become, and it also helps us discern the negative aspects of diversity and multiculturalism. By examining and understanding biculturalism, it helps us discern the Treaty of Waitangi’s role and influences in the human services provision here in New Zealand.

“Misinterpretation always precedes interpretation by three letters.” With Hidden Agendas being based upon leaked pages of the TPPA, misinterpretation and so-called “worst case outcomes” were always going to embody the theme of this book. In contrast, I believe that the TPPA is a deal New Zealand cannot afford to miss out on, however, some current conditions of the agreement will have to be altered to prevent the potential flaws from overpowering the benefits.

The 1988 Before Five policy reform that followed the Meade Report, addressed mutual issues and concerns. The report campaigned concerning Māori grievances, women rights and the status of ECE teachers and workers (Carpenter, Jesson, Roberts & Stephenson, 2008). Involved in the Before Five policy reform encompassed eight working groups and representatives from ECE services of Kindergartens, Kohanga reo, Play centre, early childhood care and education centres ( Duhn, 2009). Throughout this policy, the Treaty of Waitangi was acknowledged and upheld as Kohanga administration was not able to be altered by the Education Department only the Department of Māori affairs.

In Grace .v. Minister for Land Information (2014), a New Zealand Environment Court (NZEnvC) case, the primary legal considerations regarding compulsory public works acquisitions of Maori land were brought to the fore. The following case note aims to provide legal background to the aforementioned case, determine material facts which consequently give rise to the key legal issue, the ratio of the case and provide criticisms on its legal value. The underlying theme of preservation of Maori ancestral rights for the ongoing use and education of future generations is a profound one. Thus, the question arises, not whether the case has any prospective legal significance but to what extent.

This transformation of Māori from a previously solely spoken language into a written form had two major effects. The first was the ability, and so necessity to write the treaty in a Māori form, and secondly that, in order to communicate the concepts laid out in English, familiar conceptual ideas would have to be used in Māori, many of which had, through Luke, taken on a greater level of spiritual significance in regard to Christian thought. This can be seen in Māori conception of te Tiriti as a form of covenant . This notion of the treaty as covenant was an idea further enforced by the work of missionaries who were deeply involved in Māori life and politics, and one which, it is argued, helped to sway many Māori chiefs to sign . With recognition of the Anglican Church as the sending institution of the CMS missionaries who translated and endorsed the treaty to Māori chiefs and the realization of the role that Christian belief and conceptions played in Māori understanding of the treaty, it is without doubt that, as a church, we must take responsibility for te Tiriti and ensure that it is upheld. As such, its prominence and role within the structural framework laid out in Te Pouhere is a necessary and valid attempt by the Anglican Church in Aotearoa/New Zealand

The Treaty of Waitangi has always been Aotearoa, New Zealand’s founding document, however it’s status continues to change over time. Signed over 175 years ago, February 6th 1840, the document continues to cause much controversary and debate in its meaning and interpretation (Orange, 2011). It is the history that keeps repeating itself. During pre-colonisation of New Zealand, Britain entered partnership with Maori as protection from other colonisers and as help with legal trading according to British Maritime law. The treaty entered the scenario to concrete British Colonisation and secure this partnership. At this time, the treaty had begun a movement in Britain to acknowledge and regret the harmful effects of colonization they had seen in previous encounters. These good intentions were considered in the making of the treaty , but unfortunatley were addressed in a way that favoured the Crowns plans for New Zealand.

With the New Zealand election looming in just under six weeks, politics has dominated national news, sparking interest for even a twenty-year-old university student like myself. Having never voted in an election, my knowledge of the political system, and the terminology for that matter is far from adequate. Stepping into the shoes of a politician, this paper has allowed me to examine the two key ideologies that have shaped the radical reforms in New Zealand politics and more specifically, how these have influenced the role of education.

The Treaty contained broad principles on which the British and Maori used to found the nation of New Zealand and build its government. The document consists of three articles; “Māori cede the sovereignty of New Zealand to Britain; Māori give the Crown an exclusive right to buy lands they wish to sell, and, in return, are guaranteed full rights of ownership of their lands, forests, fisheries and other possessions; and Māori are given the rights and privileges of British subjects.” (Ministry for Culture and

Abstract: Ka Puananī o te reo Māori is an innovative one-day a week te reo immersion (Level 1) programme which addresses access to quality te reo education in mainstream schools for years 1-8. This study focused on why the participants chose this programme as a successful model for the delivery of quality te reo Maori education, and what aspects of the programme supported this choice via ‘interviews as chats’, with nine tamariki and 11 whānau members, using semi-structured questions. Ka Puananī whānau identified three initial assumptions underpinning the programme: that students will greatly increase their skills in te reo Māori me ōna tikaka within this enrichment environment, participants would form new linkages between the tamariki and whānau across the city, and the potential creation of a new cohort of tamariki and rakatahi who will be the next generation of te reo speakers. The research found three major themes emerging from the interviews with: engagement, whanaukataka and cultural identity. The majority of participants reported that they were happy with the programme, that the tamariki were learning and using more te reo, and increasing their reading and writing skills in te reo. All of the whānau and half of the tamariki identified the theme of whanaukataka’ as important. There were numerous cultural