- McMurchy-Pilkington, Colleen, Ngati Pikiao, and Nagati Rongomai. 2008. “Indigenous People: Emancipatory Possibilities in Curriculum Development.” Canadian Journal of Education / Revue canadienne de l’éducation, Vol. 31, No. 3, pp. 614-638. Saskatchewan, Canada: Canadian Society for the Study of Education.
In this article, I argue that emancipatory possibilities for Mäori, the Indigenous people of New Zealand, rely on structural changes that enable them to have control over resources, decision making, and meaning, and that emancipation is a journey traveled by oppressed groups as they exercise their collective agency. The 1990s development of “Pängarau,” the national mathematics curriculum policy in the medium of Mäori, provides the context for this discussion. Recent developments indicate that state structures have shifted towards giving Mäori more control in curriculum writing.