Browsing by Author "Vilanova Miranda De Oliveira G"

Now showing 1 - 5 of 5
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    Consulting the Past Creating a National History Curriculum in Aotearoa New Zealand
    (UTS ePRESS, 6/12/2022) Neill C; Belgrave M; Vilanova Miranda De Oliveira G
    In many countries, the development of national history curricula has been politically controversial, causing great public interest and concern. Such controversies tend to bring into tension diverse political, social and cultural voices and their interests in a nation’s history, expressing the historical consciousness of a society. At the extreme, ‘history wars’ emerge over what is prioritised for learning, and how it is learnt, especially when historical interpretations clash with political agendas. In this article we explore these ideas through the responses of different sectors to the development of Aotearoa New Zealand's first national history curriculum. By looking at the responses of teachers, academic historians, politicians and the community at large, we attempt to explain why the debate so far has been professional rather than polemical, and why the country’s ‘history wars’ have only involved a few skirmishes at the edges of political debate.
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    How Is Latin America Fighting Neoliberalism?
    (https://www.thebigq.org/, 2017) Vilanova Miranda De Oliveira G; Lehman K; Pino-Ojeda W
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    Learning in and from primary schools: Teaching Aotearoa New Zealand’s histories at Years 1 to 6
    (New Zealand Council for Educational Research Press, 1/12/2021) Vilanova Miranda De Oliveira G; Kennedy M
    This article shares insights from a survey of primary school teachers across the Manawatū–Whanganui region about history teaching at Years 1 to 6. By focusing on the voices of primary teachers, the article aims to fill a gap in public debates about the new Aotearoa New Zealand’s histories curriculum so far outweighed by the viewpoints of policy makers, journalists, university historians, and secondary school representatives. Teachers’ answers suggest that despite differences of approach, focus, and depth, local primary schools have already been teaching Aotearoa New Zealand’s histories long before the 2019 government announcement, and through creative and critical approaches.
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    Merata and Whakapapa: expanding notions of (auto)biography through Māori lenses
    (Universidade Católica de Brasília, 17/11/2022) Frey A; Vilanova Miranda De Oliveira G
    Through the documentary Merata: How Mum Decolonized the Screen (Mita, 2018), this article discusses how Māori cultural perspectives expand Western notions of (auto) biography. By interpreting the film through a Māori whakapapa lens (a non anthropocentric genealogy), the article demonstrates how the (auto)biographical documentary about Merata displays, simultaneously, a personal narrative and a history of Māori resistence. The article includes the authors’ autobiographical reflections as migrants in Aotearoa New Zealand.
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