Culture Counts: Changing Power Relations in EducationZed Books, 2003 - 225 pages Educational policies and practices in most Western countries were developed and continue to be developed within a framework of colonialism - a context of epistemological racism that is fundamentally embedded in the dominant culture. The model for addressing cultural diversity that is presented in this book is based on an indigenous Kaupapa Maori response to the dominant discourse within New Zealand. It promotes self-determination as a metaphor for power sharing and aims to advance educational outcomes and life opportunities for Maori children. The classroom is a place where young people's sense-making process (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as acceptable and official, and where the teacher seeks to co-create new knowledge with students. This analysis of the aspirations and experiences of the Maori people of New Zealand should be of interest to educators around the world who are attempting to develop culturally relevant pedagogies. |
From inside the book
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... Maori : Maori Educational Initiatives 61 Chapter 3 : Addressing Power and Control Issues in Educational Research 101 Chapter 4 ... Māori Words 213 Index 217 The Authors 225 Preface In a recent analysis of attempts to address cultural 5.
... Maori : Maori Educational Initiatives 61 Chapter 3 : Addressing Power and Control Issues in Educational Research 101 Chapter 4 ... Māori Words 213 Index 217 The Authors 225 Preface In a recent analysis of attempts to address cultural 5.
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Contents
Preface | 7 |
Kaupapa Maori Maori Educational Initiatives | 61 |
Addressing Power and Control Issues | 101 |
Creating and Addressing Unequal Power | 131 |
PowerSharing Relationships Within Classrooms | 165 |
203 | |
217 | |
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Common terms and phrases
achievement agenda approach Auckland benefits bilingualism Bishop chapter classroom interactions collaborative storying colonisation constructed created cultural aspirations cultural diversity curriculum Durie education system educational institutions English established example experiences facilitate focus further Glynn hapu Hohepa identified imposition initiation interaction patterns interviews involved issues kaumatua Kaupapa Maori Educational kohanga reo language and culture learners learning mainstream education majority Māori Maori children Maori cultural Maori language Maori people's Maori students marginalisation means meta-study metaphors Ministry of Education monocultural narrative pedagogy Narrative therapy non-Maori organisation outcomes Pakeha parents pedagogy policies position power and control power-sharing powhiri practices problem-based learning problems programmes promote qualitative questions reflect representation research participants research process sense-making sense-making processes Smith social spiral discourse storyteller structural suggests Taha Maori taonga te reo Maori teacher education teaching theory tino Rangatiratanga traditional Treaty of Waitangi tuakana understanding Waikato Wellington whakapapa whakawhanaungatanga whanau Zealand