Culture Counts: Changing Power Relations in Education

Front Cover
Zed Books, Nov 29, 2003 - Education - 225 pages
Educational 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.

From inside the book

What people are saying - Write a review

We haven't found any reviews in the usual places.


Kaupapa Maori Maori Educational Initiatives
Addressing Power and Control Issues

5 other sections not shown

Other editions - View all

Common terms and phrases

About the author (2003)

Russell Bishop holds the foundation chair for Maori Education and is also an Assistant Dean in the School of Education at the University of Waikato. He is of Tainui, Scottish and Irish descent, was born in the South Island of New Zealand and educated in both the South and North Islands. Russell taught Social Sciences and te reo Maori in high schools in Poirua and Rarotongo for some fourteen years before moving into tertiary education. His research interests are in the application of kaupapa Maori theorising to educational settings. He has been active in developing approaches to researching in Maori contexts that promote the self-determination of the research participants. He has also been active in devising strategies for evaluating institutional responses to the Treaty of Waitangi.Ted Glynn holds the foundation chair in Teacher Education in the School of Education at the University of Waikato and is a Fellow of the Royal Society of New Zealand. Ted is of Irish descent and was born and educated in South Aucklaaand. He has recently chaired the Board of the New Zealand Council for Educational Research. Ted has a wide background in Applied Behavioural Analysis, Special Education and bicultural and bilingual education. Ted helped to pioneer the Pause Prompt Praise reading tutoring procedures in South Auckland. He also helped to develop classroom behaviour management and and staff development programmes in the first Guidance and Learning Unit in Mangere and the residential Glenburn Centre in West Auckland. He is a member of the Specialist Education Service Poutama Pounama Education Research Whanau in Tauranga, and he is a member of the universities team responsible for developing the Resource Teachers: Learning and Behaviour (RTLB) programme.

Bibliographic information