The status of Te Ātiawa histories of place in Port Nicholson Block (Wellington, Hutt Valley) secondary schools: Some research findings

This article examines the status of Te Ātiawa histories of place in Port Nicholson Block secondary schools’ history classes. It describes the research participants’ experiences of cultural continuity and discontinuity experienced in familial and secondary school settings when learning about the past. It also describes their history topic preferences, and their perceptions of the benefits of and barriers to a place-based education partnership between local Te Ātiawa people and the participating schools. Manning concludes that New Zealand history teachers often deliver an enacted curriculum, contradicting the objectives of the official New Zealand curriculum and the principles of the Treaty of Waitangi.