This article draws attention to shifting educational discourses on the two texts of the 1840 treaty: te Tiriti o Waitangi and the Treaty of Waitangi. Policy and resource conversations in education reveal subtle strategic shifts in use of an invented idea of “treaty principles”—from standing in for and attempting to reconcile the two language texts, to a focus on the specific language of te Tiriti o Waitangi with reference to so-called principles to support contemporary application. Tracing these changes assists our teachers and educators in developing a critical understanding of the language employed in education policy and teaching resources. Examining these shifts with students also provides “teachable moments” about the politics of treaty discourse.

本文提请人们注意关于 1840 年条约的两个文本的教育话语的转变：《提里蒂奥怀唐伊》和《怀唐伊条约》。教育领域的政策和资源对话揭示了使用“条约原则”这一发明理念的微妙战略转变——从代表并试图协调两种语言文本，到关注提里蒂奥怀唐伊的特定语言，并参考所谓支持当代应用的原则。追踪这些变化有助于我们的教师和教育工作者对教育政策和教学资源中使用的语言形成批判性的理解。与学生一起审视这些转变也提供了有关条约话语政治的“教学时刻”。