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Tangata Whenua in distance education: An emerging model for isolated Maori secondary students in the Correspondence School
ARTICLE

, , , Correspondence School

Journal of Open, Flexible, and Distance Learning Volume 1, Number 1, ISSN 1179-7665 e-ISSN 1179-7665 Publisher: Distance Education Association of New Zealand

Abstract

This paper examines Canadian models developed for distance education delivery to indigenous peoples of Ontario and Alberta. It then reviews a similar New Zealand model, a partnership of Te Puni Kokiri and the Correspondence School. Analyses of the school's Charter and Strategic Plan are followed by descriptions and structural analysis of two Secondary Learning Centres, with comment on the changes in Maori student performance in 1993-1994. A theoretical perspective is developed. The emerging challenge is to modify curriculum through consultation with the Tangata Whenua to recognise more fully partnership for Maori with a central institution of the compulsory sector of the New Zealand education system.

Citation

Amaru, L., Rae, M. & Shadbolt, P. (1995). Tangata Whenua in distance education: An emerging model for isolated Maori secondary students in the Correspondence School. Journal of Open, Flexible, and Distance Learning, 1(1), 12-23. Distance Education Association of New Zealand. Retrieved October 15, 2019 from .

This record was imported from the Journal of Open, Flexible, and Distance Learning on June 27, 2014. [Original Record]

The Journal of Open, Flexible, and Distance Learning is a publication of New Zealand Association for Open, Flexible and Distance Learning (DEANZ).

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