Research Catalog

Title

What's Māori about Māori education? : the struggle for a meaningful context / Wally Penetito.

Author

Penetito, Wally

Publication

Wellington, N.Z. : Victoria University Press, 2010.

Items in the Library & Off-site

Details

Description

320 p. : charts; 24 cm.

Summary

"It is relatively easy to critique the New Zealand education system and show how inequalities in the treatment of Māori students have gone on for generations, to the extent that Māori justifiably perceive the system as being inherently biased against them. It is far more difficult to explain why Māori, despite their warrior heritage, persist in seeking out compromise positions with a dominant mainstream, or how they can do this without allowing a kind of refining or 'thinning out' of what it means to be Māori. The slogan popularised in the mid-1900s, following Sir Apirana Ngata's familiar aphorism, 'E tipu e rea' - reinterpreted as 'we want the best of both worlds' -- has not diminished in salience, and indeed may even have taken on a more strident note in the contemporary form 'we demand the best of all worlds'. This is a story about what it feels like to be a Māori in an education system where, for more than a century, equality, social justice and fairness for all New Zealanders has been promised but not adequately provided. It was not until the late 1970s and early 1980s that ordinary Māori in a few key communities throughout the country courageously stepped outside the Pākehā system and created an alternative Māori system in order to whakamana (enhance) their own interpretations of what it means to achieve equality, social justice and fairness through education. The question now is, what has the dominant mainstream education system learned about itself from the creative backlash of the Māori 'struggle for a meaningful context', and what is it going to do to address the equally important question of 'what is an education for all New Zealanders?'." -- Publisher's information.

Subject

• Māori (New Zealand people) > Education
• Education > Social aspects > New Zealand
• Waihanga
• Ako
• Mātauranga
• Tikanga

Bibliography (note)

• Includes bibliographical references (p. 277-307) and index.

Processing Action (note)

• committed to retain

Contents

Pt. I. FRAMEWORK FOR ANALYSIS -- Introduction to Part I -- The problem -- Structure of Part I -- Ch. 1. Māori identity : being, learning, living -- Introduction : the emergence of the problem -- The politics of the education system : identity, culture and context -- The politics of identity : invention, construction or both? -- Tuakiri tangata : identity and the evolution of consciousness -- Agency, power and identity -- Ch. 2. What counts as education : scholarship, philosophy, ideology -- Introduction : the problem and the argument -- Ways into the study -- 1. Māori education and cultural politics -- Facing the bias and entering into a philosophical response -- Looking at achievement : the role of ideology -- Looking at Māori education : cultural politics and ways of being and knowing -- 2. Race relations and the `politics of interpretation' -- 3. Social justice and the `best of both worlds' -- 4. Philosophy of education and the `logic of sameness' -- Ascertaining meanings -- Critiquing the knowledge base -- 5. The sociology of education and the sociological imagination -- Reading sociology -- Creating a sociology of Māori education -- 6. The issue of mediating structures -- Hiding behind liberality -- Ch. 3. What counts as Māori education : socialisation, education, dialectic relationships -- Introduction : two epistemological traditions -- Māoritanga Model -- Liberal Education Model -- Setting the models side by side : the social control thesis -- Socialisation and lifestyle -- Education and life chances -- Māori education and dialectic relationships : native schools as transition -- Ch. 4. Mediating structures in Māori education : connectedness, consent, control -- Introduction : accounting for educational disengagement -- The what and why of mediating structures -- Social expressions of connectedness in Māori society -- Mediating structures : sources of conservatism or agents of change? -- The nature of New Zealand society and its education system -- Mediating structures in Māori-Pākehā relations -- Treaty of Waitangi -- Native/Māori Land Court -- Native/Māori Schools -- NZEI-Te Miro Māori -- Te Ohu Whakatupu -- The `Tū Tangata Way' -- Mediating structures in Māori education : a sociological perspective -- Functionalism : reports on Māori education -- Interpretivism : processes of consultation -- Humanism : institutional Marae -- Structuralism : Māori medium schooling -- A Theory of mediating structures in Māori education -- Pt. II. MEDIATING STRUCTURES IN THE DEVELOPMENT OF MĀORI EDUCATION -- Introduction to Part II -- Ch. 5. `Our Māoris' : reports on Māori education (1960-2000) -- Introduction : finding an ideology -- Methodology, argument, approach -- Reports, writers, readers -- Ka Awhi Noa i Waho, 1960-1977 -- Background -- Synopsis and analysis -- Report 1: Report of the Commission on Education in New Zealand (1962) -- Report 2 : Report of the National Advisory Committee on Maori Education (1970) -- Report 3 : Department of Education, Maori Children and the Teacher (1971) -- Report 4 : Report of the Committee on Communication Between Schools and Parents, Parent-School Communication (1973) -- Report 5 : Report of the Committee on Secondary Education, `Towards Partnership' (1976) -- Summary, purposes, discourses -- Mā Te Kānohi Miromiro, 1978-2000 -- Background -- Synopsis and analysis -- Report 6 : Report of the National Advisory Committee on Māori Education, He Huarahi (1980) -- Report 7 : Review of the Core Curriculum for Schools, Department of Education (1984) -- Report 8 : Report of the Taskforce to Review Education Administration (1988) -- Report 9 : Māori Participation and Performance in Education, A Literature Review and Research Programme, Report for the Ministry of Education (1997) -- Report 10 : Māori Education Commission, Reports for the Minister of Māori Affairs (1998/99) -- Summary, purposes, discourses -- Māori education reports as mediating structures -- Ch. 6. `We're all New Zealanders' : processes of consultation in Māori education -- Introduction : participation from inside-out -- We're all New Zealanders -- What is consultation? -- Constructive dialogue as the mode of inquiry -- Consultation as the hegemony of consent -- Education strategy for Māori : methodological considerations -- Working within the official parameters -- Planning the consultations -- Interpretivist-humanist sociology : eliciting the information -- An initial analysis of the data -- Analysis of question 1 -- Discussion -- Policy or politics? -- Key issues that arose -- Positive image -- Support systems -- Māori medium education -- An autonomous Māori governance authority -- Treaty of Waitangi and mainstream accountability -- An overarching Māori educational philosophy -- Research to empower Māori -- Consultation as a mediating structure -- Ch. 7. `Tangata whenua, tangata tiriti' : institutional marae -- Introduction : participation from outside-in -- What is a marae? -- Traditional marae : tūrangawaewae for tangata whenua -- Institutional marae : tūrangawaewae for tangata tiriti -- The case for institutional marae -- Institutional Marae on Campuses : reasons for their establishment -- Lifestyles or life chances -- Institutional marae as mediating structures -- Ch. 8. `Our pākehās' : The onward rise of Māori medium schooling -- Introduction : taking responsibility and being equal -- Finding a way through the web : structural-functionalist sociology -- The rise of `Maori medium' education : a catalyst for transformation -- What is `kaupapa Māori schooling'? -- Assertion of Māori cultural capital -- The new right and the educational reforms -- Cultural mobilisation -- Does this feel like transformation? -- Kaupapa Māori schools as mediating structures -- Contextualising Māori knowledge for New Zealand teachers -- The moral dilemma of the ownership of knowledge -- The relationship between particularism and universalism -- Distinguishing socialisation from education -- Conclusion -- Pt. III. PLACE AND THE POLITICS OF WHĀNAU, HAPŪ, IWI AND MĀORI EDUCATION : EDUCATION FOR ALL -- Introduction to Part III -- Mainstreaming and/or separate development -- Beyond mediating structures -- Ch 9. He kōingo mo te tuakiri tangata : a hunger for identity, meaning and self-worth -- The argument so far -- An education `to be Māori' : the ontological issue of identity -- Toward a theory of schooling : the epistemological issue of meaning -- Whānau, hāpu, iwi education : the axiological issue of collective self-worth -- The politics of educational change -- Problem definition -- Strategic directions -- Assessment and performance -- The best of both worlds : a theory of education for all -- Principles for change -- Whānau/hāpu/iwi education plans -- Empowering `voices from the margins' -- Whānau/hāpu/iwi `identity' as the locus of intervention -- The `mobilisation of bias' -- Being Māori `goes all the way down'.

ISBN

9780864736147 (pbk.)

LCCN

^^2010478171

OCLC

• 945230235
• SCSB-12631754

Owning Institutions

Harvard Library