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||Maori education indigenous education critical sociology of education social realism voice discourse empirical research|
|Categories||categorize this paper)|
References found in this work BETA
Border Crossings: Cultural Workers and the Politics of Education.Henry A. Giroux - 2005 - Routledge.
Theory and Resistance in Education: Towards a Pedagogy for the Opposition.Henry A. Giroux - 2001 - Bergin & Garvey.
The State and the Politics of Knowledge.W. M. Apple - 2005 - British Journal of Educational Studies 53 (2):217-218.
Life in Schools an Introduction to Critical Pedagogy in the Foundations of Education.Peter Mclaren - 1989
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