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

Discuss how Kaupapa Mori Theory and Critical Theory are similar to one another(prenominal) 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 Mori theory 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 critical theory was developed in the capital of Kentucky 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 Mori theory is defined by Mori for Mori (Pihama, 2001). With a similar process, but not in a Mori context, critical thinking analytically questions what is normally recognised as the for sure truth 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 positive study 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 Mori 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 willing be the deficit theory and wherefore 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 better than be restored, 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 allegiance into the Mori medium schools. Tragi cally, this has been because of deficit theorising, as Mori have been under represented in educational successes, with teachers feeling there is little they mint do to bring about change. Thankfully, for the greater circumstances of Mori children who still remain in English medium schools, with professional development models such as Te Kotahitanga, and Ka hikatia, with their Mori 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.