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Hangarau is under-researched. Research in this field, from historical case studies to exploration of hangarau practice across a range of educational contexts, is needed. We examine the significant gap by outlining the timelines leading up to the third cycle of curriculum design and implementation of the marau hangarau. The dataset is drawn from a larger project consisting of interviews with tuakana-curriculum designers (Lemon, 2019) and document analysis of material sourced through requests for official information (Ministry of Education, 1999-2003, 1999-2008, 2003-2012, 2007-2009).
Hangarau needs to be researched. As a decolonising curriculum, coming from a Māori foundation of thinking and being, it connects future, past and present in a holistic approach to technological practice. Research will inform the next generation of curriculum designers, and strengthen sector understandings of hangarau. This will be reflected in classroom practice, with better uptake and engagement in hangarauâ€“building on our past achievements. How can we plan ahead if we do not know what has been done? We need to value the work done by those who have toiled to develop a new way of learning for our tamariki mokopuna.
He marautanga reo Māori tÄ“nei mÄ ngÄ kura reo MÄori. NÅ reira, he tika te whakaputa whakaaro, te rangahau māna ki te reo rangatira. Heoi anÅ, ko tÅ mÄtou hiahia kia tukuna atu tÄ“nei kÅrero ki te tokomaha, nÄ reira te whakamahi i Ä“tahi kupu Māori torutoru noa iho i tÄ“nei wÄ. Hei tÅna wÄ, ka rere pai te reo rangatira ki konei, ki Aotearoa nei, tae atu ki ngÄ tÅpito o te ao.
We incorporate te reo MÄori in writing about a MÄori language curriculum taught in classrooms through the medium of the MÄori language. There is a glossary at the end of the article for those readers who do not speak te reo Māori.
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