Discuss how Kaupapa Māori Theory and Critical Theory are similar to one another and yet differ from Deficit Theory. Use examples and references to support your claims. Remember your examples should relate to an educational setting.
For many eons the roots of kaupapa Māori theory have grown in Aotearoa by virtue of being the Māori ideology: a philosophical doctrine, incorporating the knowledge, skills, attitudes and values of Māori society; whereas critical theory was developed in the “Frankfurt School “in Europe, in the 1930s. But apart from those thousands of miles and years, they have surprising similarities to each other (Pihama, 2001). Nonetheless: kaupapa Māori theory is defined by Māori for Māori (Pihama, 2001). With a similar process, but not in a Māori context, critical thinking analytically questions what is normally recognised as the unquestionable truth and evaluates it before reconstructing it (Elder, 2007). One vital aspect in the relevance to education of critical theory and kaupapa Māori theory is the importance of teachers creating positive learning environments (Ministry of Education, 2010). Contrasting this, an example as defined in the Te Kotahitanga report, is the deficit theory, where mainstream teachers blame the lack of Māori educational achievement on the students themselves, or their families or cultural background (Ministry of Education, 2010). The consequence of this deficit theorising is probable failure of pupils in the school system. Discussed in this essay will be the deficit theory and why education needs to look towards the more positive models of the kaupapa Māori theory and critical theory with their similarities and successes.
As prevention is better than cure, especially as the cure com...
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...parents have used conscientisation, when they have not complied with the status quo of English medium schools, by moving their children, their whanau, their support and allegiance into the Māori medium schools. Tragically, this has been because of deficit theorising, as Māori have been under represented in educational successes, with teachers feeling there is little they can do to bring about change. Thankfully, for the greater percentage of Māori children who still remain in English medium schools, with professional development models such as Te Kotahitanga, and Ka hikatia, with their Māori education strategy initiatives, educators can create learning contexts that will provide students with those tools that are vital for the future, the tools of creative, critically reflective thinking citizens in a culturally inclusive environment that will benefit all pupils.
The Hawaiian culture is known throughout the western world for their extravagant luaus, beautiful islands, and a language that comes nowhere near being pronounceable to anyone but a Hawaiian. Whenever someone wants to “get away” their first thought is to sit on the beach in Hawai’i with a Mai tai in their hand and watch the sun go down. Haunani-Kay Trask is a native Hawaiian educated on the mainland because it was believed to provide a better education. She questioned the stories of her heritage she heard as a child when she began learning of her ancestors in books at school. Confused by which story was correct, she returned to Hawai’i and discovered that the books of the mainland schools had been all wrong and her heritage was correctly told through the language and teachings of her own people. With her use of pathos and connotative language, Trask does a fine job of defending her argument that the western world destroyed her vibrant Hawaiian culture.
The first Australian Professional Teaching Standard is ‘Know students and how they learn’(AITSL, 2011). Understanding how students learn is a significant component of effective teaching (1.2 AITSL, 2011). Furthermore, effective teachers require an understanding of students physical, social and intellectual development and characteristics (1.1 AITSL, 2011). In addition, APST Standards require teachers to demonstrate both content and pedagogical knowledge through lesson plans (2.1 AITSL, 2011) with the curriculum content being structured and sequenced to facilitate effective learning (2.2 AITSL, 2011). However, it is also critical to have a repertoire of teaching strategies which are responsive to a diverse range of student backgrounds, including linguistic, cultural, religious, and socioeconomic (1.3 AITSL, 2011). An effective learning, in accordance with The Australian Curriculum and Assessment Reporting Authority, provides learners with general capabilities (knowledge, skills, behaviours and characteristics) and include understanding of Aboriginal and Torres Strait Island students learning needs and incorporate differentiated teaching methods to meet the needs of specific
...n, 1996. Te Whãriki: He whãriki mãtauranga mõ ngã mokopuna o Aotearoa. Early childhood curriculum. Wellington: Learning Media.
Hawaiian is unique among the fifty states, especially in regards to its native music form, which is still preformed, and captivates audiences even today. Hawaiian chanting, music, and dance are not only key parts of life on the island, but have also become cultural icons as well as profound symbols of nature and religion in Hawaii. Hawaii has a rich history, beginning with the early settlers from Polynesia who brought their traditions and religions to Hawaii. Over the years, the inhabitants took those traditions and adapted them to their new home, creating the definitive culture that, even with Western influences, still is a captivating force within the society.
To what extent do you consider that you have already started to develop the approaches of a critical practitioner? Analyse and evaluate your progress using examples from your work to illustrate your arguments.
New Zealand has the second highest imprisonment rate in the Western world (101 East, 2013). With Māori being overrepresented in all spectrums of the criminal justice system. The institutional racism that is present in the justice system links to the isolation and disconnection that many Māori will feel in New Zealand society. Quince (2014) states that ‘nearly 200 years of dispossession and alienation as a result of the colonising process that undermined Maori epistemologies and methods of dealing with harm within the community,’ is what causes Māori to fall into this cycle of crime. Where there is no connection in modern New Zealand society with
doi: 10.1046/j.1365-2648.1998.00547.x Robinson, K., Kearns, R., & Dyck, I. (1996). Cultural safety, biculturalism and nursing education in Aotearoa/New Zealand. Health & Social Care in the Community, 4(6), 371-380. doi: 10.1111/j.1365-2524.1996.tb00084.x Rochford, T. (2004). Whare Tapa Wha: A Mäori model of a unified theory of health.
Te Whᾱriki is the New Zealand’s early childhood curriculum, which was developed in 1996. Compared with Reggio Emilia Approach, they have similarities as focus on children’s interests; develop children’s learning though interacting in relationship with others, emphasise the importance of environment and adults’ active responding. They also differ in many ways, such as teacher’s role, culture background and documentation and Assessment.
By incorporating the Critical Literacies Pedagogy into Health and Physical Education, primary school students in the South Australia will be offered with chances and information that other students may not have entry to. Generally, the Critical Literacies Pedagogy encourages discourse inside the classroom and community about the health and welfare of students and simultaneously decreases inequality.
This essay will then evaluate the key studies within these two models and explain the strengths and weaknesses of the main theories.
Aloha from the people of Hawaii and their culture! Have you ever wanted to visit Hawaii for fun activities, or to enjoy the amazing sights? Well, then Hawaii is a great travel destination! However, if you were to visit the islands, it would be great to learn a little about its people and culture! Luckily that’s exactly what we are going to talk about, so you can get to know the people of these magnificent islands a bit better. The culture of the native Hawaiian people is very colorful and unique because of its cuisine, hula dances, and religion.
Helliwell, R. (2000). Keys to Critical Thinking. New Zealand Management, 47.6, 44. Retrieved January 20, 2007, from EBSCOhost database.
Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2009). Communication between cultures. Auckland: Cengage Learning.
By integrating different levels of capabilities into learning, it gives Indigenous students a chance to begin where they are comfortable at, giving them the confidence they need to progress onto further levels of work. Positive impacts to Indigenous education outcomes are greatly affected by the ‘8 ways of Indigenous learning’ framework which interconnects pedagogies, creating a further degree of understanding (8 ways of learning, 2012). This strategy is not only benefiting the Indigenous students in the classroom, but can also cater to diverse learning needs of non-Indigenous students. It will also increase the feeling of inclusion for Indigenous students as everyone can participate in their cultural ways of learning, expanding their connectedness to the school, therefore, desire to succeed (Devlin,
Aotearoa is the home to Te reo Maori where is should be promoted and encouraged. In fact, Te Whāriki and New Zealand Early Childhood curriculum acknowledge Te reo Maori by encouraging the teachers to promote and implement it in early childhood settings allowing all children the opportunity to understand and develop an understanding of Maori heritages; Te reo, and partnership to Te Tiriti of Waitangi(Ministry of Education [M...