Abstract:
The primary objective of this thesis focused upon whether the recent introduction of the Parents as First Teachers' programme in Aotearoa is an emancipatory progranme for Maori people. Argued from a theoretical approach this thesis discusses and critiques positivist paradigms and outlines key critical theories. Incorporated is a Kaupapa llaori theory approach which provides insights into Maori views of emancipation.
It is argued that Parents as First Teachers is framed within positivist constructions of compensatory education which ignore
wider cultural and structural considerations. Furthermore, this
thesis argues that Parents as First Teacherst is not an emancipatory progranme for Maori, rather it espouses 'victim blaming', scenarios which maintain structural inequalities that perpetuate the subordinate positioning of Maori people.
