Theoretical Claims and Empirical Evidence in Maori Education Discourse

Educational Philosophy and Theory 44 (10):1060-1072 (2013)
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 empirical research  social realism  Maori education  indigenous education  critical sociology of education  voice discourse
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DOI 10.1111/j.1469-5812.2011.00755.x
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W. M. Apple (2005). The State and the Politics of Knowledge. British Journal of Educational Studies 53 (2):217-218.

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