What is it about?
This article uses Bronfenbrenner's ecological systems model (1979) and international research to discuss recurring issues that undermine the teaching of Indigenous histories in New Zealand and Australian schools.
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Why is it important?
Given the political significance placed on improving the educational outcomes of Indigenous students in both countries, it is problematic that Indigenous histories are often side-stepped by teachers of history in New Zealand and Australian schools. Another recurring issue exists when students are often taught 'about' Indigenous historical events that occurred in far-off rural places removed from the lived experiences of the majority of students who live in urban settings. Therefore, this article argues that mutually beneficial place/land-based learning partnerships, involving local Indigenous communities and schools, are needed to equip young people to engage meaningfully with problematic contemporary political issues like 'reconciliation' and Treaty of Waitangi/constitutional reforms.
Perspectives
This article is important because it applies Urie Bronfenbrenner's 'ecological systems' model, and international research about place-conscious education models, to critique an issue of major political significance for both New Zealand and Australia.
Dr Richard F Manning
University of Canterbury New Zealand
Read the Original
This page is a summary of: Place-Consciousness and Bronfenbrenner's Ecological Systems Model: A Discussion of Recurring Issues that Undermine the Teaching of Indigenous Histories in New Zealand and Australian Schools, The Australian Journal of Indigenous Education, March 2017, Cambridge University Press,
DOI: 10.1017/jie.2016.31.
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