Achievements, orthodoxies and science in Kaupapa Māori schooling

Show simple item record Stewart, Georgina en 2015-08-14T00:30:40Z en 2012 en
dc.identifier.citation New Zealand Journal of Educational Studies, 2012, 47 (2), pp. 51 - 63 en
dc.identifier.issn 0028-8276 en
dc.identifier.uri en
dc.description.abstract The argument in this article is that current discourses of Kura Kaupapa Maori (KKM) are primarily ideological ratlter than educational, which produces difficulties and limits achievement in these schools. An educational focus would be reflexive and responsive to critique, research and community needs. Without an educational focus, tiie ideological base of KKM can lead to a disconnection between the representations in KKM discourse and everyday reality for teadiers, students and school communities. Essentialist interpretations of KKM philosophy have resulted in the development of new forms of language oppression, to the detriment of títe long-term educational interests of KKM students, lhis article, a philosophical reflection on the current state of development and future possibilities for KKM, takes science education as its example, and calls for a review of some aspects of KKM language policy, and argues that philosophical understanding is a necessary part of professional learning for KKM teachers. en
dc.relation.ispartofseries New Zealand Journal of Educational Studies en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title Achievements, orthodoxies and science in Kaupapa Māori schooling en
dc.type Journal Article en
pubs.issue 2 en
pubs.begin-page 51 en
pubs.volume 47 en;dn=447287031067967;res=IELHSS en
pubs.end-page 63 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 374006 en
dc.identifier.eissn 2199-4714 en
pubs.record-created-at-source-date 2016-07-26 en

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