Culture Counts: Changing Power Relations in EducationEducational policies and practices in most Western countries were developed and continue to be developed within a framework of colonialism - a context of epistemological racism that is fundamentally embedded in the dominant culture. The model for addressing cultural diversity that is presented in this book is based on an indigenous Kaupapa Maori response to the dominant discourse within New Zealand. It promotes self-determination as a metaphor for power sharing and aims to advance educational outcomes and life opportunities for Maori children. The classroom is a place where young people's sense-making process (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as acceptable and official, and where the teacher seeks to co-create new knowledge with students. This analysis of the aspirations and experiences of the Maori people of New Zealand should be of interest to educators around the world who are attempting to develop culturally relevant pedagogies. |
Contents
Preface | 7 |
Kaupapa Maori Maori Educational Initiatives | 61 |
Addressing Power and Control Issues | 101 |
Creating and Addressing Unequal Power | 131 |
PowerSharing Relationships Within Classrooms | 165 |
| 203 | |
| 217 | |
Other editions - View all
Common terms and phrases
able accountability achievement activities analysis approach aspirations attempts become benefits challenge chapter classroom collaborative concerns constitutes constructed context continue conversation created critical curriculum define determined discourse diversity dominant education system effect engage English established example experiences explains facilitate focus further ideas identified identity important individual initiation institutions integration interactions interests interviews involved issues Kaupapa Maori knowledge kohanga reo language language and culture learners learning legitimation lives mainstream majority Maori children Maori cultural Maori language means metaphors Ministry of Education narrative parents participants patterns pedagogy policies position practices preferences principles problems programmes promote questions reflect relations relationships representation responsibility result seen sense shared Smith social stories structural successful suggests teachers teaching theory traditional understanding values whanau Zealand