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

Discuss how Kaupapa Mori Theory and Critical Theory are sympathetic to one another and yet differ from shortfall 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 prolong grown in Aotearoa by virtue of world the Mori ideology a philosophical doctrine, incorporating the knowledge, skills, attitudes and values of Mori society whereas critical 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). 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 unquestionable truth and evaluates it before reconstructing it (Elder, 2007). genius vital aspect in the relevance to education of critical theory and kaupapa Mori theory is the importance of teachers creating positive learning 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 yield of this deficit theorising is probable failure of pupils in the school system. Discussed in this essay allow be the deficit theory and why education needs to insure towards the more positive models of the kaupapa Mori theory and critical theory with their similarities and successes. As prevention is better 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 allegiance into the Mori medium schools. Tragically, this has be en because of deficit theorising, as Mori have been under(a) represented in educational successes, with teachers feeling there is little they can do to bring about change. Thankfully, for the greater percentage of Mori children who still die hard 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.