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<p>This article addresses the application of mātauranga Māori (Māori knowledge) to Classical Studies in light of the NCEA Change Programme (and the 2023 coalition government’s changes to that programme). I focus on the (now-dormant) first ‘Big Idea’, which originally proposed that some classical terms or concepts might be optimally explained through Māori parallels. I then present two case studies: one of Elsdon Best and one of Māori Marsden. The core of the article which follows is a discussion of selected analogies aimed at helping teachers and students to promote te mana ōrite mō te mātauranga Māori (equal status for Māori knowledge) in the Classical Studies classroom through inter-cultural comparisons. I conclude by reflecting on practical and methodological issues.</p>

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Mana Ōrite mō te Reo me ōna Tikanga: Māori, Greek, and Latin in the Classical Studies Classroom

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  • 发表日期：

    2025年3月24日

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  • Simon Perris

摘要

This article addresses the application of mātauranga Māori (Māori knowledge) to Classical Studies in light of the NCEA Change Programme (and the 2023 coalition government’s changes to that programme). I focus on the (now-dormant) first ‘Big Idea’, which originally proposed that some classical terms or concepts might be optimally explained through Māori parallels. I then present two case studies: one of Elsdon Best and one of Māori Marsden. The core of the article which follows is a discussion of selected analogies aimed at helping teachers and students to promote te mana ōrite mō te mātauranga Māori (equal status for Māori knowledge) in the Classical Studies classroom through inter-cultural comparisons. I conclude by reflecting on practical and methodological issues.