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Place-Consciousness and Bronfenbrenner's Ecological Systems Model: A Discussion of Recurring Issues that Undermine the Teaching of Indigenous Histories in New Zealand and Australian Schools

Published online by Cambridge University Press:  13 March 2017

Richard F. Manning
Richard F. Manning*
Affiliation:
College of Education, Health and Human Development, University of Canterbury, Private Bag 4800, Christchurch, 8140, New Zealand
*
address for correspondence: Dr Richard F. Manning, Treaty of Waitangi Education Programme & Social Sciences Curriculum, College of Education, Health & Human Development, University of Canterbury, Private Bag 4800, Christchurch, 8140, New Zealand. Email: [email protected].
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Abstract

This article draws upon a ‘tale from the field’ (Van Maanen, 1988) to encourage New Zealand and Australian teachers of history and social studies to appraise how their own perceptions of place and teaching about Indigenous peoples’ histories impact upon their students’ learning. Moreover, it explains why Uri Bronfenbrenner's (1979) ecological systems model (despite its limitations) can assist the process of critiquing the teaching of Indigenous histories in schools on both sides of the Tasman Sea. It concludes that place conscious Indigenous land-based learning experiences, resulting from mutually beneficial collaborations with Indigenous communities, are needed to enhance the teaching of Indigenous peoples’ histories in both countries.

Keywords

AustraliaNew ZealandIndigenoushistoryMāoriecologicalplace
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 46 , Issue 2 , December 2017 , pp. 148 - 159
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Copyright
Copyright © The Author(s) 2017 

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