David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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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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