Post by Kiwi Frontline on Jul 8, 2024 7:26:08 GMT 12
David Lillis: AN ENGLISH CURRICULUM FOR EDUCATION AND TEACHING - NOT FOR IDEOLOGY.
In the very first paragraph of Labour’s English curriculum we read that engaging with mātauranga Māori through the creation and interpretation of texts provides opportunities to strengthen knowledge and understanding of te ao Māori and Māori perspectives, and to play a part in giving effect to Te Tiriti o Waitangi. Here we recall Labour’s original curriculum document (Te Mātaiaho), made public in 2022:
Te Mātaiaho is designed to give effect to Te Tiriti o Waitangi and to be inclusive of all ākonga. Ministry of Education (2022)
It is very debatable as to whether in our curriculum we should make both a treaty and traditional knowledge the central foci of the curriculum itself and of all subjects. The general notion that traditional knowledge has value is not at all controversial, but extending this idea to insert it everywhere in education as high priority is another matter entirely. Surely, a national curriculum should constitute a vehicle for ensuring equality of opportunity for effective education and teaching, and support the delivery and acquisition of learning. A curriculum should never be seen as a chance to advance anyone’s political views or ideologies. Our children and their education are much too important to be used in that manner and, in any case, what about the perspectives of New Zealand’s diverse ethnicities?
breakingviewsnz.blogspot.com/2024/07/david-lillis-english-curriculum-for.html
In the very first paragraph of Labour’s English curriculum we read that engaging with mātauranga Māori through the creation and interpretation of texts provides opportunities to strengthen knowledge and understanding of te ao Māori and Māori perspectives, and to play a part in giving effect to Te Tiriti o Waitangi. Here we recall Labour’s original curriculum document (Te Mātaiaho), made public in 2022:
Te Mātaiaho is designed to give effect to Te Tiriti o Waitangi and to be inclusive of all ākonga. Ministry of Education (2022)
It is very debatable as to whether in our curriculum we should make both a treaty and traditional knowledge the central foci of the curriculum itself and of all subjects. The general notion that traditional knowledge has value is not at all controversial, but extending this idea to insert it everywhere in education as high priority is another matter entirely. Surely, a national curriculum should constitute a vehicle for ensuring equality of opportunity for effective education and teaching, and support the delivery and acquisition of learning. A curriculum should never be seen as a chance to advance anyone’s political views or ideologies. Our children and their education are much too important to be used in that manner and, in any case, what about the perspectives of New Zealand’s diverse ethnicities?
breakingviewsnz.blogspot.com/2024/07/david-lillis-english-curriculum-for.html