Abstract
There is a need for research on indigenous education in order to identify commonalities in the perspectives of indigenous communities, especially in regards to the quality of mass, monolingual education for children, as well as to examine community responses to perceptions of low quality which stem from inadequate incorporation within schooling of the mother-tongue and of indigenous community culture and spiritual perspectives. The two cases examined in this chapter are the Maori schools of Aotearoa/New Zealand and the case of Tibet. The aim of the chapter is: 1) to define the role of spirituality in both Maori and Tibetan village schools (Bosacki, 1998); 2) to determine in what ways and to what degree the two cases resemble each other or differ; 3) to draw useful lessons for indigenous Tibetan communities from the relative success of Maori community schools in Aotearoa/New Zealand; 4) to make policy recommendations for village school curriculum and organization in indigenous areas that can both meet policy makers requirements and satisfy indigenous communities spiritual needs.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
REFERENCES
Badeng N. (2001). Problems related to bilingual education in Tibet. Chinese Education and Society, 34(2), 91–102.
Baker, C. (2001). Foundations of bilingual education and bilingualism.Clevedon: Multilingual Matters.
Bass, C. (1998). Education in Tibet: Policy and practice since 1950. London: Zed Books.
Bekerman, Z. & Kopelowitz, E. (Eds.) (2008). Cultural education – Cultural sustainability: Minority, diaspora, indigenous. Routledge, UK.
Bosacki, S.(1998). Is silence really golden? The role of spirituality voice in folk pedagogy and folk psychology. International Journal of Children’s Spirituality, 3(2), 109–121.
Cazden, C. B. (1989). Richmond Road: A multilingual multicultural primary school in Auckland, New Zealand. Language and Education, 3, 143–166.
Cenoz, J. (Ed.) (2008). Teaching through Basque: Achievements and challenges. Clevedon, England: Multilingual Matters.
Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56(1), 18–36.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Los Angeles: California Association for Bilingual Education.
Estanek, S. (2006). Redefining spirituality: A new discourse, College Student Journal, 40(2), 270–281.
Fishman, J. A. (1989). Language and ethnicity in minority sociolinguistic perspective. Clevedon, England: Multilingual Matters.
Fraser, T. N. (2009). Māori-Tūhoe epistemology: Stages of sustaining tribal identity through Tūhoe performing arts. http://www.hdl.handle.net/2429/13902.
Fraser, D. (2004). Secular schools, spirituality and Maori values, Journal of Moral Education, 33(1), 87–95.
Goldstein, M. C. & Kapstein, M. (Ed, 1998). Buddhism in contemporary Tibet: Religious revival and cultural identity. University of California Press.
Graveline, F. J. (1998). Resistance theorized: The native perspective. In Circle work: Transformative Eurocentric consciousness (pp. 33–48). Fernwood Publishing.
His Holiness the Dalai Lama & Cutler, H. C. (2000). The transformed mind: Reflections on truth, love and happiness. London: Hodder & Stonghton.
Hook, G. R. (2007). A future for Māori education. Part II: The reintegration of culture and education. MAI Review, 1, 1–17. http://www.review.mai.ac.nz.
Huang, F. (2004). Curriculum reform in contemporary China: Seven goals and six strategies. Journal of Curriculum Studies, 36(1), 101–115.
Lucas, T., Henze, R., & Donato, R. (1990). Promoting the success of Latino language-minority students: An exploratory study of six High Schools. Harvard Educational Review, 60(3), 315–340.
Ma, R. (2007). Bilingual education for China’s ethnic minorities. Chinese Education and Society, 40(2), 9–25.
May, S. A. (1994). Making multicultural education work. Clevedon, England: Multilingual Matters.
May, S. (1999). Language and education rights for indigenous peoples. In S. May (Ed.), Indigenous community-based education (pp. 42–66). Clevedon, England: Multilingual Matters.
McCarty, T. & Watahomigie, L. J. (1999). Indigenous community-based language education in the USA. In S. May (Ed.), Indigenous community-based education (pp. 79–94). Clevedon, UK: Multilingual Matters.
Mullin, C. & Wangyal. (1980). The Tibetans. The Minority Rights Group LTD. Benjamin Franklin House.
Postiglione, G. A. (2009). Dislocated education: The case of Tibet. Comparative Education Review, 53(4).
Postiglione, G. A., Jiao, B., & Manlaji (2007). Education in rural Tibet: Development, problems and adaptations. In A. Feng (Ed.), Bilingual education in China: Practices, policies and concepts (pp.49–71). Clevedon, England: Multilingual Matters.
Skutnabb-Kangas, T. (1995). Introduction. In T. Skutnabb-Kangas (Ed.), Multilingualism for all (pp. 7–20). Lisse, the Netherlands: Swets & Zeitlinger.
Smith, G. H. (2003). Indigenous struggle for the transformation of education and schooling. Keynote Address to the Alaskan Federation of Natives (AFN) Convention, Anchorage, Alaska, U.S October 2003. http://www.ankn.uaf.edu/Curriculum/Articles/GrahamSmith/.
Su, X. (2002). Education in China: Reforms and innovations. Beijing, China: China Intercontinental Press.
Thurman, R. (2008). Why the Dalai Lama matters: His act of truth as the solution for China, Tibet, and the world. New York: ATRIA Books, A Division of Simon & Schuster.
Tisdell, E. J. (2003). Breaking the silence: Defining spirituality in a culturally relevant educational context. In Exploring spirituality and culture in adult and higher education (pp. 25–44). San Francisco: Jossey-Bass.
Yang, P., & Zhou, G. (2002). Who should decide our school curriculum? A discussion on school-based curriculum development. Beijing, China: Beijing University Press.
Zhu, M. (1999). The views and involvement of Chinese parents in their children’s education. Prospects, 29(2), 233–238.
Zhu, M. (2002). Entering the new curriculum: A dialogue with curriculum implementers. Beijing, China: Beijing Normal University Press.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Sense Publishers
About this chapter
Cite this chapter
Luo, J. (2011). The Role of Spirituality in Maori and Tibetan Village Schools. In: Wane, N.N., Manyimo, E.L., Ritskes, E.J. (eds) Spirituality, Education & Society. SensePublishers. https://doi.org/10.1007/978-94-6091-603-8_6
Download citation
DOI: https://doi.org/10.1007/978-94-6091-603-8_6
Publisher Name: SensePublishers
Online ISBN: 978-94-6091-603-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
