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      Conscientisation and Resistance: Experiences from implementing a culturally responsive pedagogy of relations

      Lawrence, Dawn Cherie
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      Lawrence, D. C. (2014). Conscientisation and Resistance: Experiences from implementing a culturally responsive pedagogy of relations (Thesis, Master of Education (MEd)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/8990
      Permanent Research Commons link: https://hdl.handle.net/10289/8990
      Abstract
      Consciousness of being part of a particular hegemonic force (that is to say,political consciousness) is the first stage towards a further progressive self –conscious in which theory and practice will finally be one. (Hoare & Smith,1971, p. 333)

      Bishop, Berryman, Tiakiwai and Richardson, (2003) state that effective teachers of Māori students “positively and vehemently reject deficit theorizing as a means of explaining Māori students’ educational achievement” (p.95). This fundamental tenet of the Te Kotahitanga Effective Teaching Profile (ETP) moves beyond simply refraining from publicly articulating discourses that pathologise Māori students and their whānau (Bishop et al., 2003; Bishop & Berryman, 2006; Bishop, Berryman, Cavanagh, & Teddy. 2007). For many teachers it is a challenging, ongoing transformative process of critical self-reflection, which touches the very core of their own culture and identity.

      This thesis contends that by working to discursively position themselves within a culturally responsive pedagogy of relations, teachers develop classroom practices that have been shown to positively affect outcomes for Māori students. It goes on to suggest that such discursive repositioning might be seen as praxis, with the potential to transform the inequities experienced by Māori within mainstream educational settings. With this understanding, the culture and leadership approach of the school context becomes a greater influence on teachers’ capacity to realize their agency within this pedagogy than any characteristic of the individual.
      Date
      2014
      Type
      Thesis
      Degree Name
      Master of Education (MEd)
      Supervisors
      Berryman, Mere
      Ford, Therese
      Publisher
      University of Waikato
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      All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
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