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Ngā Tuakiri o te Tangata: Being Māori in Early Childhood Education

Published online by Cambridge University Press:  14 July 2016

Lesley Rameka
Lesley Rameka*
Affiliation:
Faculty of Education, Waikato University, Hillcrest Rd, Hamilton East Hamilton, Hamilton, 3240, New Zealand
*
address for correspondence: Lesley Rameka, Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Email: lrameka@waikato.ac.nz.
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Abstract

Before the arrival of Europeans in Aotearoa, New Zealand and their subsequent settlement in the 1800s, there was no concept of a Māori identity. Over time, however, as a result of rapid colonisation, Māori became a minority population in New Zealand. Consequently, the term Māori as normal or usual, began to lose its meaning (Webber, 2008), and another meaning began to emerge based on contrasts with the Pākehā settler population. This paper explores the complex and increasingly diverse nature of Māori identities in contemporary Aotearoa/New Zealand, including contemporary early childhood contexts. It discusses the importance of negotiating the terrains of cultural knowledge, values and understandings in order to define what ‘being Māori’ means for teachers and children in an increasingly diverse and complex settings.

Keywords

Māori identitiesearly childhoodeducation
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 46 , Issue 1 , August 2017 , pp. 104 - 114
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Copyright
Copyright © The Author(s) 2016 

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