New Zealand’s high autonomy history curriculum fails to provide young people with essential knowledge about the colonial past. Educators should consider the essential knowledge that students deserve to have.
The recently launched Māori History website has the potential to see Māori views successfully accommodated in history. It also provides an example of how a bold curriculum initiative ...
In New Zealand, young people are encouraged to engage in the commemoration of war. They are in an ambivalent position. Whilst they are expected to reinforce the war remembrance, questioning New Zealand’s war record is not an option.
Biculturalism? In the high-autonomy curriculum environment in New Zealand, it is history teachers who are charged with the responsibility of engaging young people with controversial aspects of postcoloniality.
Whilst war remembrance in New Zealand is dominated by ANZAC and Gallipoli, there is a growing momentum to commemorate the colonial wars of the 19th century between indigenous Māori and the British/colonial forces. This raises questions about how post-colonial nations such as New Zealand address the difficult features of their past as well as ensure that young people engage with different perspectives on war remembrance that are inclusive of difference and encourage them to think critically about such issues.
Waimarama Anderson und Leah Bell
War remembrance in New Zealand is closely aligned with an ideal of ANZAC identity that primarily focuses on this country’s part in the unsuccessful attempt by the Allies in 1915 to invade the Gallipoli peninsula, the sovereign territory of what is now Turkey.
However, there is a growing momentum to also commemorate the colonial wars of the 19th century between Māori and the British/colonial forces and this has recently gained traction from an unexpected quarter.