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

Discuss how Kaupapa MÄ ori Theory and Critical Theory are similar to one another and yet differ from Deficit Theory. Use examples and references to support your claims. Remember your examples should relate to an educational setting. For many eons the roots of kaupapa MÄ ori theory have grown in Aotearoa by virtue of being the MÄ ori ideology: a philosophical doctrine, incorporating the knowledge, skills, attitudes and values of MÄ ori society; whereas critical theory was developed in the â€Å"Frankfurt School â€Å"in Europe, in the 1930s. But apart from those thousands of miles and years, they have surprising similarities to each other (Pihama, 2001). Nonetheless: kaupapa MÄ ori theory is defined by MÄ ori for MÄ ori (Pihama, 2001). With a similar process, but not in a MÄ ori context, critical thinking analytically questions what is normally recognised as the unquestionable truth and evaluates it before reconstructing it (Elder, 2007). One vital aspect in the relevance to education of critical theory and kaupapa MÄ ori 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 MÄ ori educational achievement on the students themselves, or their families or cultural background (Ministry of Education, 2010). The consequence of this deficit theorising is probable failure of pupils in the school system. Discussed in this essay will be the deficit theory and why education needs to look towards the more positive models of the kaupapa MÄ ori 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 medium schools, by moving their children, their whanau, their support and allegiance into the MÄ ori medium schools. Tragically, this has been because of deficit theorising, as MÄ ori have been under represented in educational successes, with teachers feeling there is little they can do to bring about change. Thankfully, for the greater percentage of MÄ ori children who still remain in English medium schools, with professional development models such as Te Kotahitanga, and Ka hikatia, with their MÄ ori 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.