About this paper

Appears in:
Pages: 11178-11183
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.2763

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain


E. Notina, A. Bekeeva, I. Bykova, V. Uliumdzhieva

The article considers minority education issues in New Zealand. The author takes into consideration the social status of Maori, draws reader’s attention to the state policy of the Ministry of Education of New Zealand and the activities of governmental and non-governmental organizations concerning the English language and Maori. The Maori language had a low level of linguistic proficiency: it had no writing system, literary tradition, and technical terminology. The language policy in this aspect enforces tolerance in New Zealand society. It should be noted that there was significant social and ethnic diversity in New Zealand because the vast majority of the immigrants were traders, sailors and whalers from Scotland, England, Australia and Ireland.

Maori underachievement has been highlighted in the education system since the early 1900s. In schools and workplaces Maori were discouraged from speaking their own language, and housing policy encouraged dispersing the Maori population to prevent residential concentrations. Maori children were not being adequately educated owing to prolonged systemic failure. In 2009 only 22.6% of Maori school leavers were eligible to enter university, compared with 51.7% of European New Zealanders. The author analyses New Zealand state reforms, aimed at cultivation of the cultural, educational and communicative value of the Maori language and culture. The most common language in New Zealand is English, and it continues to occupy a prestigious position in all spheres of communication: in politics, economy, education, science, art and culture.

The Maori language in New Zealand has existed for eight centuries and it has been experiencing a strong influence of the English language. Until the mid XX century Maori spoke only in their native language. New Zealand Council for linguistic studies, Department of the study of the Maori language at the University of Massey, Auckland express great public and scientific interest in the development and strengthening of the Maori language. Data research centers with the cooperation of the government organizations conduct effective work on the revival of the cultural Maori heritage, carry out major socio-cultural events among the wider population of New Zealand.

The paper draws attention to the growth of ethnic consciousness of the Maori people, communicative expansion of the Maori language usage in public, political, educational, scientific and cultural spheres of New Zealand. New Zealand colleges, universities, and research centers with the cooperation of state organizations, conduct effective work on the revival of the cultural Maori heritage, carry out major socio-cultural activities among New Zealand population, and develop a special method of teaching the Maori language.

The author comes to the conclusion that there is an increase of ethnic identity, expansion of the communicative use of the Maori language in public and political life, education, and mass communications in New Zealand. The prevalence of the Maori language is also seen in educational institutions as a teaching subject. Knowledge of the English language gives Maori an access to successful learning, education pathways, higher education, wealth and economic advantage.
author = {Notina, E. and Bekeeva, A. and Bykova, I. and Uliumdzhieva, V.},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.2763},
url = {https://dx.doi.org/10.21125/edulearn.2018.2763},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {11178-11183}}
AU - E. Notina AU - A. Bekeeva AU - I. Bykova AU - V. Uliumdzhieva
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.2763
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 11178
EP - 11183
ER -
E. Notina, A. Bekeeva, I. Bykova, V. Uliumdzhieva (2018) MINORITY EDUCATION ISSUES IN NEW ZEALAND, EDULEARN18 Proceedings, pp. 11178-11183.