Renegotiating cultural authority: Imperial culture and the New Zealand primary school curriculum in the 1930s

History of Education

Volumn 35, Issue 1, 2006, Pages 11-25

  Soler, Janet ^a  

^a NONE

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[No Author keywords available]

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EID: 31444434808     PISSN: 0046760X     EISSN: None     Source Type: Journal    
DOI: 10.1080/00467600500419638     Document Type: Review

References (53)

1. See de Castell, Suzanne and Allan Luke. "Literacy Instruction: Technology and Technique." American Journal of Education 95, no. 3 (1987): 413-440.
2. See for example: Williams, Raymond. The Long Revolution. Harmondsworth: Penguin Books, 1965;
3. Said, Edward W. Culture and Imperialism. New York: Alfred A. Knopf, 1993;
4. and Donald, James. Sentimental Education: Schooling, Popular Culture and the Regulation of Liberty. London: Verso, 1992.
5. For a discussion of the development of this ideal in earlier decades see Chapters 1 and 2 of Soler, Janet M. "Reading the Word and the World: The Politics of the New Zealand Primary School Literacy Curriculum from the 1920s to the 1950s." Unpublished PhD thesis. University of Otago, 1996.
6. See de Castell and Luke, "Literacy Instruction: Technology and Technique," 413-40.
7. See Thigpen, Carol. "Meiklejohn and Maritain: Two Views on the End of Progressive Education." Teachers College Record 96, no. 1 (1994): 14-31.
8. For a discussion of George Counts's critique of the new education movement and American pragmatism see Childs, John L. American Pragmatism and Education. New York: Henry Holt, 1956: 220-27.
9. Thigpen, "Meiklejohn and Maritain," 88.
10. Thigpen, "Meiklejohn and Maritain," 89.
11. For further discussion on Harold Rugg and Randolph Bourne's critique of pragmatism see Thigpen, "Meiklejohn and Maritain," 91-93.
12. De Castell and Luke. "Literacy Instruction: Technology and Technique," 413-40.
13. Gordon, Elizabeth, and Marcia Abell. '"This Objectionable Colonial Dialect': Historical and Contemporary Attitudes to New Zealand Speech." In New Zealand Ways of Speaking English, edited by Allan Bell and Janet Holmes. Wellington: Victoria University Press, 1990: 32-35.
14. National Education 12 (1930): 595.
15. National Education 12 (1930): 595.
16. See for example the article on infant room work, "Cultivation of an environment for Language training in Early Schooldays Leading to the Introduction of Reading" by Miss F. G. Roberts, BA. in National Education 12 (1930): 32;
17. and the article on the infant room by Miss S. C. Henderson, Haughton Valley school, Wellington, in National Education 17 (1935): 84.
18. National Education 19 (1937): 263.
19. National Education 19 (1937): 127.
20. National Education 19 (1937): 128.
21. National Education 19 (1937): 128.
22. See example 'News from the Branches, North Canterbury Branch', where the main business of the evening was an address on "Choral speaking" by Mr G. N. Saunders, and an address on "Practical Hints in Speech Work in Schools" by Miss M. Sunders and Mr A. H. Robinson from the South Canterbury Branch, National Education 19 (1937): 223;
23. and 'Some Comments on Verse Speaking by Branch Members', National Education 19 (1937): 270.
24. National Education 21 (1939): 65.
25. New Zealand Education Gazette 13 (1934): 123.
26. New Zealand Education Gazette 13 (1934): 123.
27. New Zealand Education Gazette 13 (1934): 160.
28. National Education 13 (1931): 187.
29. National Education 13 (1931): 187.
30. See for example Miss Taylor's speech to the North Canterbury Branch of N.Z.E.I. in National Education 13 (1931): 399.
31. National Education 16 (1934): 356.
32. National Education 19 (1937): 301.
33. National Education 19 (1937): 423.
34. National Education 12 (1931): 103.
35. National Education 13 (1932): 111.
36. Donald, James. Sentimental Education: Schooling, Popular Culture and the Regulation of Liberty. London: Verso, 1992: 2-3.
37. National Education 17 (1935): 2.
38. For further critiques of the arguments that promoted 'standard English' in the late 1930s and early 1940s see the review of a book on BBC English in National Education 21 (1939): 355-56;
39. and an article entitled "Not so English! New Zealand's Dialect" by Sidney J. Baker in National Education 22 (1940): 100.
40. National Education 17 (1939): 306.
41. New Zealand Educational Gazette 13, no. 2 (1934): 17.
42. New Zealand Educational Gazette 13, no. 2 (1934): 17.
43. New Zealand Educational Gazette 13, no. 2 (1934): 17.
44. From a discussion given at the Native Schools' Refresher course by Mrs O. M. Parr of the Ratana Native Pa School. New Zealand Educational Gazette 18, no. 8 (1939): 199.
45. New Zealand Educational Gazette 13, no. 2 (1934): 17.
46. See the discussion on Maori Language in Native Schools in Soler, Chapter 1, "Reading the Word and the World."
47. National Education 21 (1940): 77
48. National Archives file E. 4/3/9, Conference of Senior Inspectors held in May 1938.
49. There appear to be no teachers of Maori origin accepted into training for the Native School service until the 1950s. See Soler, Chapter 1, "Reading the Word and the World."
50. See "Maori Values in the Curriculum." in New Zealand Educational Gazette, 20, no. 10 (1941): 195.
51. Judith Simon and Linda Tuhiwai Smith and others from the extensive Native Schools project have indicated that there are contributing complexities here. Simon, J. and L. Tuhiwahi Smith, eds. A Civilising Mission? Perceptions and Representations of the New Zealand and Native Schools System. Auckland: Auckland University Press, 2001;
52. Simon, J. Nga Kura Maori: The New Zealand Native Schools System 1867-1969. Auckland: Auckland University Press, 1998.
53. For a discussion of the development of this ideal New Zealand in the 1940s and 1950s see Soler, Chapters 4 to 6, "Reading the Word and the World."