000			01528nab a2200193 a 4500
003			BCACCS
005			20181113062537.0
008			081024s2016 000 0 eng d
040			_aBCACCS
100	1		_aStewart, Georgina _93509
245	1	0	_aIndigenous knowledge and education policy for teachers of Maori learners _cGeorgina Stewart _h[citation] /
260			_c2016
520	3		_ahis article uses critical policy discourse analysis to examine the inclusion of indigenous Maori knowledge within contemporary Maori education policy, by comparing two Maori education polices written 40 years apart: Maori children and the teacher (MC&T, 1971) and Tataiako: Cultural competencies for teachers of Maori learners (2011). Both documents were considered innovative when they first appeared, and the purpose of both is to provide guidelines for teachers of Maori students. Many messages are similar in both, but only the 21st-century policy includes the idea of teacher practice being guided by ethical principles derived from traditional Maori knowledge. The analysis in this article troubles the success of this particular policy innovation, and suggests that questions may need to be raised about how Maori knowledge has been included in this policy document, and what may have been lost in the process
650		0	_aIndigenous knowledge _91029
650		0	_aEducation _xGovernment policy _zNew Zealand _92893
650		7	_aMaori _2BCACCS _92894
773	0		_gVol. 4, no. 3 (2016), p.84-98 _tKnowledge Cultures
942			_2z _cARTICLE
999			_c1684 _d1684