Kaupapa Māori Theory and Critical Theory Essay -- Education, Philosop

Discuss how Kaupapa Mori Theory and Critical Theory are mistakable to one another and yet differ from Deficit Theory. Use examples and references to bind your claims. Remember your examples should relate to an informational setting. For many eons the roots of kaupapa Mori speculation have grown in Aotearoa by virtue of being the Mori ideology a philosophical doctrine, incorporating the knowledge, skills, attitudes and values of Mori society whereas unfavourable 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). stock- politic kaupapa Mori theory is defined by Mori for Mori (Pihama, 2001). With a similar process, but not in a Mori context, vituperative thinking analytically questions what is normally recognised as the unquestionable trueness and evaluates it before reconstructing it (Elder, 2007). One vital aspect in the relevance to education of critical theory and kaupapa Mori theory is the importance of teachers creating autocratic erudition environments (Ministry of Education, 2010). Contrasting this, an example as defined in the Te Kotahitanga report, is the shortage theory, where mainstream teachers blame the lack of Mori educational achievement on the students themselves, or their families or cultural background (Ministry of Education, 2010). The consequence of this shortage theorising is probable trouble of pupils in the school system. Discussed in this essay allow be the deficit theory and why education needs to look towards the more positive models of the kaupapa Mori theory and critical theory with their similarities and successes. As prevention is go bad than cure, especially as the cure com... ...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 dedication into the Mori medium school s. Tragically, this has been because of deficit theorising, as Mori have been under(a) represented in educational successes, with teachers feeling there is little they drop do to bring about change. Thankfully, for the greater percentage of Mori children who still remain in English medium schools, with professional development models such(prenominal) as Te Kotahitanga, and Ka hikatia, with their Mori education strategy initiatives, educators can pretend learning contexts that will provide students with those tools that are vital for the future, the tools of creative, critically musing thinking citizens in a culturally inclusive environment that will benefit all pupils.