Awakening Vision: Examining the Reconceptualization of Aboriginal Education in Canada via Kaupapa Maori Praxis

Autor/in	Rico, Braden
Titel	Awakening Vision: Examining the Reconceptualization of Aboriginal Education in Canada via Kaupapa Maori Praxis
Quelle	In: Asia Pacific Journal of Education, 33 (2013) 4, S.380-393 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2013.807775
Schlagwörter	American Indian Education; Foreign Countries; Pacific Islanders; Indigenous Populations; Ethnic Groups; Teaching Methods; Case Studies; Culturally Relevant Education; Curriculum; Cultural Maintenance; Low Achievement; Transformative Learning; Self Determination; Academic Achievement; Rewards; Student Motivation; Canada; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Sinti und Roma; Ethnie; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Curricula; Lehrplan; Rahmenplan; Unterdurchschnittliche Leistung; Pädagogische Transformation; Selbstbestimmung; Schulleistung; Reward; Belohnung; Schulische Motivation; Kanada; Neuseeland
Abstract	Kaupapa Maori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a "conscientization" or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Maori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Maori framework as counter strategy to Eurocentric curricula and colonial paradigms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10