What is a New Zealand Journal of Educational Research for?
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What is a New Zealand Journal of Educational Research for? Georgina Stewart1 · Leon Benade1 · Nesta Devine1 Published online: 3 November 2020 © New Zealand Association for Research in Education 2020
Tēnā koutou katoa. This is our sixth co-written editorial, with which we arrive at the end of our initial 3-year term as the Co-Editors and Book Reviews Editor of Te Hautaka Mātai Mātauranga, having overseen the last three volumes, 53–55 (2018– 2020). We have gladly accepted a further 3 years editing the journal (2021–2023), but take this milestone as an opportunity to reconsider our role as its editors, by discussing the purpose of a New Zealand journal of educational research. The history of the journal was recapitulated in an editorial written 5 years ago by our predecessors for the 50th volume, who noted that the journal’s first issue in 1966 “contained six articles and five book reviews” (Bourke and Loveridge 2015, p. 1). Today, these remain our two main forms of publication, supplemented with occasional commentaries and research notes. On this observation “it could be argued that little has changed” (p. 1), but “the way issues are framed, and the language used” (p. 2) have changed significantly. On its inauguration in 1966, the journal recorded “concern” with Māori education, but was written “from a dominant paradigm of privilege” whereby research sought the causes of “Māori educational retardation” (p. 2). Clearly, Māori education has been a central concern of the journal since its first volume, and remains so today. In this way, the journal documents the longstanding and ongoing importance of Māori education in the work of the New Zealand educational research community, and its transformation from the colonising ‘education of Māori’ to the critical, decolonising, Kaupapa Māori notion of ‘education for Māori’. One of our first achievements as new editors in 2018 was to correct the spelling of the Māori name of the journal, which for about 10 years, including the years of its transition to Springer, was published as ‘Te Hautaki’ instead of ‘Te Hautaka’. Making this change as was no simple matter, since it required changes to the Springer website. How the premier New Zealand journal of educational research ended up being published for 10 years with a spelling mistake in its own name can be seen as a ‘cautionary tale’ for biculturalism in education in Aotearoa New Zealand. * Leon Benade [email protected] Georgina Stewart [email protected] 1
Auckland University of Technology, Auckland, New Zealand
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New Zealand Journal of Educational Studies (2020) 55:283–286
The 1986 milestone of reaching 20 years of publication was celebrated by the journal editors of the time, David McKenzie and Ted Glynn, by inviting reflections on its future. Philip Lawrence lamented that NZJES “had not broadened its range of contributors, but rather had become ‘a house journal for the publications of university lecturers in education’” (Bourke and Loveridge 2015, p. 2). Ivan Snook reflected that e
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