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.

Table of Contents

Preface; 1. The Development of the Pattern of Dominance and Subordination; 2. Kaupapa Maori: Maori Educational Initiatives; 3. Addressing Power and Control Issues in Educational Research; 4. Creating and Addressing Unequal Power Relationships in Classrooms; 5. Power-Sharing Relationships within Classrooms; References; Index; Glossary of Maori Terms; The Authors

About the Author

RUSSELL BISHOP is chair professor for Maori education, University of Waikato, New Zealand. He is of Tainui, Scottish and Irish descent, born in the South Island of New Zealand. He taught social sciences and Maori language in high schools before moving into tertiary education. TED GLYNN is chair professor in teacher education at the University of Waikato. He is of Irish descent, born in New Zealand, and has a wide background in special, bicultural and bilingual education.