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Diverse complexities, complex diversities: Resisting ‘normal science’ in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)

Journal of Pedagogy, 2016-06, Vol.7 (1), p.25-37 [Peer Reviewed Journal]

Copyright De Gruyter Open Sp. z o.o. 2016 ;ISSN: 1338-1563 ;ISSN: 1338-2144 ;EISSN: 1338-2144 ;DOI: 10.1515/jped-2016-0002

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Title:
Diverse complexities, complex diversities: Resisting ‘normal science’ in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)
Author: Ritchie, Jenny
Subjects: At Risk Persons ; Cultural Influences ; Cultural Relevance ; Culturally Relevant Education ; Early Childhood Education ; Education policy ; Evaluation Methods ; Foreign Countries ; Indigenous Populations ; Language of Instruction ; Literacy ; Malayo Polynesian Languages ; Native education ; New Zealand ; Numeracy ; Pacific Islanders ; pedagogical resistance ; Pedagogy ; Poverty ; Public Policy ; Research Methodology ; schoolification ; spiritual wellbeing ; Student Evaluation ; superdiversity ; Values
Is Part Of: Journal of Pedagogy, 2016-06, Vol.7 (1), p.25-37
Description: 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.
Publisher: Warsaw: De Gruyter Open
Language: English;Czech
Identifier: ISSN: 1338-1563
ISSN: 1338-2144
EISSN: 1338-2144
DOI: 10.1515/jped-2016-0002
Source: Education Resources Information Center (ERIC)
Walter De Gruyter: Open Access Journals
ROAD: Directory of Open Access Scholarly Resources
ProQuest Central

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Diverse complexities, complex diversities: Resisting ‘normal science’ in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)

Copyright De Gruyter Open Sp. z o.o. 2016 ;ISSN: 1338-1563 ;ISSN: 1338-2144 ;EISSN: 1338-2144 ;DOI: 10.1515/jped-2016-0002

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