Week 5 Blog Post

As a primary school teacher for 22 years, I have seen three iterations of curriculum documents. This week, I have delved into the curriculum documents that have existed in my teaching years and how they have addressed or upheld Te Tiriti o Waitangi. 


In 2003, my first year of teaching, instruction relied heavily on different coloured curriculum books, as the NZ Curriculum Framework was not yet gazetted. While these documents acknowledged the Treaty of Waitangi, they lacked critical analysis. Furthermore, resources addressing Māori education were grouped alongside gender, special needs, and ESOL, potentially marginalizing Māori as a "special case" rather than recognizing their status as tangata whenua. Though the Social Studies curriculum (MOE, 1997) mentioned the Treaty and encouraged iwi consultation, its discussion of colonization's effects (pg. 23) omitted any mention of inequalities or marginalization.


The 2007 New Zealand Curriculum, finally gazetted, incorporated both Te Tiriti o Waitangi and the Treaty of Waitangi. Listing the Treaty as a core principle, it envisioned Māori and Pākehā as "full Treaty partners" (MOE, 2007, pg. 8). While te reo Māori and tikanga appeared across subjects like arts, languages, health, and social sciences, their inclusion felt additive rather than foundational.


Te Mātaiaho, a refreshed curriculum released by the Labour Government in 2022, sought to "observe and examine the strands of learning." Crucially, it prioritized giving effect to Te Tiriti o Waitangi. With MĀTAIRANGI as its guiding kaupapa, the curriculum positioned the Treaty and its principles as central to New Zealand's educational vision (MOE, 2023, pg. 6). This iteration aimed to transcend symbolic Treaty honouring, striving for tangible implementation to address the historical marginalization of ākonga (MOE, 2023, pg. 8).


The National-led government's actions concerning Te Tiriti o Waitangi in education have generated significant controversy during its elected term so far. Contentious points include:

  • Changes to the Education and Training Act:

    • The government proposes to demote the place of Te Tiriti o Waitangi within the Education and Training Act. This involves removing "give effect to Te Tiriti o Waitangi" as one of the primary objectives for school boards.  

    • Critics argue that this change weakens the legal obligations of schools to uphold Te Tiriti, potentially diminishing the inclusion of tikanga Māori, mātauranga Māori, and te reo Māori in education.

  • Curriculum Changes:

    • Concerns have been raised regarding the removal of references to Te Tiriti o Waitangi within the curriculum framework.  

    • Specifically, changes to the Te Mātaiaho curriculum framework, where references to Te Tiriti have been altered, are viewed by some as a downgrading of its importance.

  • National Education and Learning Priorities (NELP):

    • The government's intent to remove requirements for statements within the NELP that include "instilling in each child and young person an appreciation of the importance of Te Tiriti o Waitangi and te reo Māori" has also been criticized.  

  • Treaty Principles Bill:

    • The proposed Treaty principles bill, and the governments involvement in it, has caused major concern. Education leaders, and many others, feel that the bill misinterprets, and undermines Te Tiriti o Waitangi.  

These actions have prompted strong reactions from educators and Māori organizations, who argue that they undermine the principles of Te Tiriti o Waitangi and will negatively impact Māori students.



References:


Ministry of Education. (1997). Social Studies in the NZ Curriculum. Learning Media.


Ministry of Education. (2007). The New Zealand Curriculum. Learning Media.


Ministry of Education. (2023). Te Mātaiaho: The Refreshed New Zealand Curriculum. Learning Media.


Ministry of Education. (2024). Te Mātaiaho: The New Zealand Curriculum Mathematics and Statistics Year 0 - 8. Learning Media.

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