David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 44 (10):1060-1072 (2012)
Post-Marxist critical sociology of education has influenced the development of indigenous Maori educational theory and research. Its effects are examined in four claims made for Maori education by indigenous theorists. The claims are: indigenous kaupapa Maori education is a revolutionary initiative; it is a cultural solution to Maori educational under-achievement; it has reversed the decline of the Maori language; it provides a valid educational alternative for an ethnically and culturally distinctive population. The analysis suggests that the indigenous theory approach is representative of the position-taking strategy that characterises post-Marxist critical sociology of education, concluding that claims made in kaupapa Maori voice discourse are not supported by the empirical evidence which indicates a more complex social reality
|Keywords||indigenous education critical sociology of education Maori education social realism empirical research voice discourse|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Georgina Stewart (2011). Science in the Māori-Medium Curriculum: Assessment of Policy Outcomes in Pūtaiao Education. Educational Philosophy and Theory 43 (7):724-741.
Robert Keith Shaw & Dan Love (2007). A Heideggerian Analysis in the Teaching of Science to Maori Students. He Kupu 1 (3):31-43.
Deborah Fraser * (2004). Secular Schools, Spirituality and Maori Values. Journal of Moral Education 33 (1):87-95.
James D. Marshall (2000). Technology, Education and Indigenous Peoples: The Case of Maori. Educational Philosophy and Theory 32 (1):119–131.
Fiona Cram, Hazel Phillips, Bevan Tipene-Matua, Murray Parsons & Katrina Taupo (2004). A 'Parallel Process'? Beginning a Constructive Conversation About a Mäori Methodology. Journal of Bioethical Inquiry 1 (1):14-19.
Maui L. Hudson & Khyla Russell (2009). The Treaty of Waitangi and Research Ethics in Aotearoa. Journal of Bioethical Inquiry 6 (1):61-68.
Georgina Stewart (2011). The Extra Strand of the Māori Science Curriculum. Educational Philosophy and Theory 43 (10):1175-1182.
Carl Te Hira Mika (2012). Overcoming ‘Being’ in Favour of Knowledge: The Fixing Effect of ‘Mātauranga’. Educational Philosophy and Theory 44 (10):1080-1092.
Andrew Sharp (1999). 'What If Value and Rights Lie Foundationally in Groups?' The Maori Case. Critical Review of International Social and Political Philosophy 2 (2):1-28.
Graham Haydon (2000). John Wilson and the Place of Morality in Education. Journal of Moral Education 29 (3):355-365.
Andrew Gibbons (2008). Child-Rearing Practices and Expert Identities: A Tale of Two Interventions. Educational Philosophy and Theory 40 (6):747-757.
John Patterson (1994). Maori Environmental Virtues. Environmental Ethics 16 (4):397-409.
David Scott (2000). Realism and Educational Research: New Perspectives and Possibilities. Falmer Press.
Added to index2011-05-26
Total downloads14 ( #122,731 of 1,139,970 )
Recent downloads (6 months)1 ( #157,515 of 1,139,970 )
How can I increase my downloads?