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Diverse complexities, complex diversities: Critical Qualitative Educational Research in Aotearoa (New Zealand)

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posted on 2022-06-15, 04:09 authored by Jenny RitchieJenny Ritchie
This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist 'normal science' categorisations. These include: the Māori values underpinning the effective teachers' profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children's learning; and the approach developed for assessing Māori children's literacy and numeracy within schools where Māori language is the medium of instruction. These models all position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.

History

Preferred citation

Ritchie, J. (2016). Diverse complexities, complex diversities: Resisting 'normal science' in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand). Journal of Pedagogy, 7(1), 25-37. https://doi.org/10.1515/jped-2016-0002

Journal title

Journal of Pedagogy

Volume

7

Issue

1

Publication date

2016-06-01

Pagination

25-37

Publisher

Walter de Gruyter GmbH

Publication status

Published

ISSN

1338-1563

eISSN

1338-2144

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