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

Discuss how Kaupapa Mori Theory and little Theory ar similar to one another and yet take issue from Deficit Theory. Use examples and references to support your claims. Remember your examples should relate to an cultureal setting. For many a(prenominal) eons the roots of kaupapa Mori scheme reserve grown in Aotearoa by virtue of being the Mori ideology a philosophical doctrine, incorporating the knowledge, skills, attitudes and determine of Mori society whereas critical surmisal was developed in the capital of Kentucky School in Europe, in the 1930s. But apart from those thousands of miles and years, they have impress similarities to each other (Pihama, 2001). Nonetheless kaupapa Mori theory is specify by Mori for Mori (Pihama, 2001). With a similar process, but not in a Mori context, critical thinking analytically questions what is normally recognized as the unquestionable truth and evaluates it before reconstructing it (Elder, 2007). One vital reflection in the releva nce 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 outlet of this deficit theorising is probable failure of pupils in the school system. Discussed in this attempt will be the deficit theory and why education needfully 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 cure, especially as the cure com... ...parents have used conscientisation, when they have not complied with the status quo of English sensitive schools, by moving their children, their whanau, their support and allegiance into the Mori med ium schools. Tragically, this has been because of deficit theorising, as Mori have been under represented in educational successes, with teachers sensation there is little they can do to bring about change. Thankfully, for the greater percentage 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.