Teaching About the Treaty of Waitangi: Examining the Nature of Teacher Knowledge and Classroom Practice

Abstract

Knowledge and understanding of the Treaty of Waitangi, as the founding document of the nation and as a living document today, is seen as crucial for the capacity of New Zealanders to accommodate cultural differences and to handle the challenges of the future. It is also outlined in the national social studies curriculum, Social Studies in the New Zealand Curriculum (Ministry of Education, 1997), as an essential area of learning for students in New Zealand schools. For these reasons, this study examines the nature of social studies teachers' subject matter knowledge for teaching about the Treaty of Waitangi, how it has been interpreted over time and how it is applied in New Zealand in the present day. Informed by Shulman's (1987) categorisation of a knowledge base for teaching, this study builds on a growing literature on the important role of pedagogical content knowledge. Four social studies teachers participated in the study which focuses on years 9 and 10, where the majority of New Zealand secondary school students acquire their knowledge of New Zealand's history. Using a collective case study design, multi-method triangulation is adopted for tapping into and representing the teachers' conceptual and practical knowledge. Methods include a semi-structured interview, a concept mapping exercise, a lesson planning activity, and a video-stimulated recall interview of a classroom lesson. The latter is a key data gathering method and is confirmed as a very valuable technique for gaining insight into the implicit theories and beliefs of teachers, and the relationship between their beliefs and actions. The study demonstrates that discipline knowledge of history is an important ingredient in social studies teachers' knowledge and understanding of the Treaty of Waitangi and its implementation in New Zealand since 1840. Discipline knowledge informed their pedagogical content knowledge, which is central to effectively teaching this essential area of learning about New Zealand in the secondary school classroom. The teachers with this knowledge were able to place events in the context of time and comprehend historical ideas. In addition, they applied their understanding of historical inquiry and the historical relationships of cause and effect and continuity and change, to their teaching. These teachers also more readily accessed recent historical scholarship in New Zealand's history, and thus were aware of historical interpretations and the different perspectives from which Maori-Pakeha issues in the past and present can be examined. In accord with research in the United States and Britain, the evidence in this study indicates that the presence or absence of pedagogical content knowledge significantly affects the learning opportunities that teachers provide for their students. The findings suggest that there are both beginning and experienced social studies teachers who have limited historical knowledge for teaching the Treaty of Waitangi topic area. The teachers who lacked mastery of topic content were unable to easily use stories or examples to illustrate and clearly explain ideas and events. In attempting to simplify topic material, content was sometimes misrepresented and superficial responses were given to students' more challenging questions. Teaching also incorporated some information errors. It was these teachers who also regarded the area of learning as contentious. Concerned to avoid dissension in the classroom, and wary of adverse parental and community opinion, they were reluctant to engage in class discussion on Maori and Pakeha matters that have been controversial, or that are subject to current national debate. Three areas are highlighted where teachers considered help and direction would enhance their teaching. Firstly, more specific curriculum guidelines, in relation to achievement objectives for teachers and desired learning outcomes for students, could be provided in the Treaty of Waitangi topic area. Secondly, classroom implementation would be advanced by assistance for teachers in assimilating current historical interpretations of New Zealand's history and in developing the appropriate subject matter knowledge for teaching. Thirdly, training in critical inquiry skills would provide teachers with the expertise to handle contentious questions in the classroom and ensure they are better prepared to teach students to think critically and participate in society as informed and responsible citizens.