The Governance of Curriculum

& the

Plight of Māori

Edmund Husserl

Abstract

Possibly the most critical interface between indigenous peoples and western culture is democratic practice. In state-funded education, Maori are involved in democratic processes which determine the content of the curriculum and the resources available for schooling. These processes are pervasive influences on Maori children. Democracy holds an inherent disadvantage for minorities. To overcome democracy as a barrier to the reification of indigenous culture it is first necessary to understand the nature of democracy itself. Husserl's phenomenological method enables us to discern the inner nature of democracy, which is a method of decision-making with surprising features. This paper sets out the some of the phenomenological characteristics of democracy and suggests their relevance in the governance of curriculum and educational resources.

Today

Preliminaries

Method of enquiry

An enquiry

Principal finding

Implications for education

Implications for Maori

Today

Preliminaries – schools & government

Method of enquiry - phenomenology

An enquiry – a search for essence in UK,USA, NZ

Principal finding – phenomena of the vote

Implications for education

Implications for Maori

Preliminaries

New Zealand schools are part of a system oflocal government.

Leading characteristic of the system is central control with local delivery.

The most important determinant of what occurs is the relative influence of central and local actors.

This shows in:Resource allocation CurriculumPolitical actionsDecision-making mechanismsDevelopment projectsResearch .

Models of local government

PrisonsCourtsSchoolsHospitalsArmed forcesAuckland Super CityDistrict & city councilsUniversities

Perspectives

Perspectives

Local government(including education)

Described through purposesFunctions Structures (infra-structure)Products (includes trained & innovative workers)ServicesRolesRewards achievements

ResearchFunded by the systemTo improve policy & practice

My search for another method

Abhor the incremental

See differently

Not to explain, nor to fix

Abandon fond hopes

Phenomenology as methodEdmund Husserl (1859-1938)1907 Lectures The Idea of a Phenomenology1913 Ideas: General Introduction to Phenomenology

Teach yourself to see

The lived world

Intentionality

Making sense

Bracketing (reduction)

Essences

Experience of truth

Phenomenology as method

Letting yourself be with phenomena

Be with local government

Follow your feet

Let it dawn upon you

The essence of local government

The phenomena of the vote

Found as the event/practice

Not: services

facilities

political theory

buildings

individuals

Characteristics of the vote

Characteristics of the vote

Decision-making mechanism

Compare it with other such mechanisms

Vast majority of decisions are in committees

Does not require rationality - mechanical

Imperative is to make a decision - any decision

Resolves incommensurable choice

Communal not individual

Operative decisions are

second decisions

The power of the voteSchools

Deliver resources to the front line

Central decision-making Vote under control in ParliamentWeakening of regional decision-making

Interim Professional Standards: Professional standards describe the important knowledge, skills and attitudes that all principals, deputy/assistant principals and teachers are expected to demonstrate. Professional standards will form part of performance management systems in schools. The introduction of professional standards is part of the Government's strategy for developing and maintaining the quality of teaching and leadership, and improving learning outcomes for students. The professional standards reflect Government's interest in ensuring that students have opportunities to learn from high quality professional teachers and that schools are led and managed by high quality professionals.

C.E. Beeby The Quality of Education in Developing Countries, 1966Hypothesis of educational stages

The growth of the primary school systems

Stage Teachers Characteristics

I Dame School Ill-educatedUntrained

Unorganised, relatively meaningless symbols, ...

II Formalism Ill-educatedTrained

Highly organised, rigid syllabus, emphasis on 3 R’s, rigid methods, “one-way is best”, external examinations, inspection stressed, discipline tight and external ...

III Transition Better-educatedTrained

Roughly the same goals as II, but more efficiently achieved, more emphasis on meaning, but still rather thin and formal, little in classroom to cater for the emotional and creative life of the child.

IV Meaning Well-educatedWell-trained

Meaning & understanding stressed, wider curriculum, individual differences catered for, internal tests ...

The power of the voteAuckland local government reforms

Central initiativeAuckland must deliver for the nationNeed to strengthen the relationship with WellingtonDirects resources at worthwhile goalsAlignment of human effortEfficiencyModern technology

Local government is about the delivery of services

Māori & the vote

Local government experienceHistory of local government in New Zealand

Municipal Act 1860sMāori structures as local government

Why was the mechanism of the vote introduced?

Māori decision-making practices – kaupapa Māori in education and elsewhere

You cannot be Māori & adopt democracy

Māori & the vote

Local government experienceHistory of local government in New Zealand

Municipal Act 1860sMāori structures as local government

Why was the mechanism of the vote introduced?

Māori decision-making practices – kaupapa Māori in education and elsewhere

You cannot be Māori & adopt democracy

Pita Sharples

“It seems that these Māori principles that guaranteed that Auckland could survive and grow, would be far more important, even in today's times, than artificial political concoctions such as ‘one vote for one person’, or ‘democratic elections’ which were the principles that were cited to decline the two seats on the super-city council. The Māori kaupapa were principles that promoted ‘equity' and ‘inclusiveness’, surely the ideals of a ‘civilised’ society. We must begin to recognise that democracy has many expressions, many ways of mobilising voices and representation, rather than statically holding onto dominant axioms.”

Research programme

Decision-making mechanisms

Concept of democracyDecision-making by iwiDecision-making in local governmentPolicy and legislative change