David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (7):724-741 (2011)
This second research paper on science education in Māori-medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to deal with ‘the Māori crisis’ within science education. Recent NCEA results suggest Pūtaiao (Māori-medium Science) education, for which a national curriculum statement was published in 1996, has so far increased, rather than decreased, the level of inequity for Māori students in science education. What specific issues impact on this lack of success, which contrasts with the overall success of Kura Kaupapa Māori, and how might policy frameworks and operational systems of Pūtaiao need to change, if better achievement in science education for Māori-medium students is the goal? A pathway towards further research and development in this area is suggested
|Keywords||indigenous science education minority language education|
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References found in this work BETA
David W. Blades (2006). Levinas and an Ethics for Science Education. Educational Philosophy and Theory 38 (5):647–664.
Richard N. Boyd (2001). Reference,(in) Commensurability and Meanings. In. In Paul Hoyningen-Huene & Howard Sankey (eds.), Incommensurability and Related Matters. Kluwer. 1--63.
Norwood Russell Hanson (1958). Patterns of Discovery. Cambridge [Eng.]University Press.
Hugh Lacey (2001). Incommensurability and “Multicultural Science”. In. In Paul Hoyningen-Huene & Howard Sankey (eds.), Incommensurability and Related Matters. Kluwer. 225--239.
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