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dc.contributor.authorBishop, Russell
dc.date.accessioned2012-05-01T03:47:19Z
dc.date.available2012-05-01T03:47:19Z
dc.date.issued2000
dc.identifier.citationBishop, R. (2000). 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda. Waikato Journal of Education, 6, 3-18.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttp://hdl.handle.net/10289/6277
dc.description.abstractCurrent educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://www.wje.org.nz/index.php/WJEen_NZ
dc.rights© 2000 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjecteducational outcomesen_NZ
dc.subjectprogram effectiveness (education)en_NZ
dc.subjectMaorien_NZ
dc.title1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda.en_NZ
dc.typeJournal Articleen_NZ


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