CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Values, policy and practice in the education of maori in aotearoa/New Zealand
Tác giả
Sullivan K.
Năm xuất bản
2005
Source title
Systems of Education: Theories, Policies and Implicit Values
Số trích dẫn
0
DOI
10.4324/9780203984222-26
Liên kết
Tóm tắt
The school is a microcosm of society at large. At school we teach children how to co-exist within the social world of friendships and relationships, how to prepare for work, how to survive in the economic world and how to be part of society with its boundaries and rules. In weaving these patterns of understanding, we teach children a set of values and a way of interpreting the world. Our far from perfect liberal education system in which the child is nevertheless held paramount has evolved out of a decent, responsible society in which the social good has largely been supported by the public sector. This education system is under attack from New Right philosophies in which education is seen as a commodity, teachers are seen as providers, pupils are regarded as consumers and success is measured by outcomes. This goes against the grain of respected educational and management research which shows that it is through co-operation, mutual support and assistance that people not only survive but also flourish (for example, see Johnson and Johnson, 1987; Michaelson, et al., 1989; Zubhoff, 1988). © 2000 Selection and editorial material, Mal Leicester, Celia Modgil, Sohan Modgil; individual chapters, the contributors. All rights reserved.
Từ khóa
Tài liệu tham khảo
Alton-Lee A., Nutall G., Understanding Learning and Teaching Project: Phase Two, (1991); Banks J.A., Multiethnic Education: Theory and Practice, (1988); Barnes B., T.S. Khun and Social Science, (1982); Barrington J.M., Cultural adaptation and maori educational policy: The african connection, Comparative Education Review, 19, 2, pp. 1-10, (1976); Barrington J.M., Learning the ‘dignity of labour’: Secondary education policy for maoris, New Zealand Journal of Educational Studies, 23, 1, pp. 45-58, (1988); Bates R.J., Codd J.A., Theory and Practice in New Zealand Education, (1980); Bowles S., Gintis H., Schooling in Capitalist America, (1967); Brandt G.L., The Realization of Anti-Racist Teaching, (1986); Codd J.A., Moral development and moral education, Theory and Practice in New Zealand Education, pp. 346-359, (1980); Codd J.A., Values education and the neutrality of the teacher, Theory and Practice in New Zealand Education, pp. 371-380, (1980); Codd J., Harker B., Nash R., Political Issues in New Zealand Education, (1990); Education for All, (1985); Giddens A., Beyond Left and Right, (1994); Grace G., The new zealand treasury and the commodification of education, New Zealand Education Policy Today, (1990); Habermas J., Modernity versus postmodernity, New German Critique, 22, pp. 3-22, (1981); Harker R., Schooling and cultural reproduction, Political Issues in New Zealand Education, (1990); Herrenstein R.J., I.Q, Atlantic Monthly, 43, (1971); Herrenstein R., Murray C., The Bell Curve, (1994); Hunn J.K., Report on the Department of Maori Affairs, (1960); Irwin K., Multicultural education: The new zealand response, New Zealand Journal of Educational Studies, 24, 1, pp. 3-18, (1989); Irwin K., The politics of kohanga reo, New Zealand Education Policy Today, (1990); Jensen A., How much can we boost iq and scholastic achievement?, Harvard Educational Review, 39, 1, pp. 1-123, (1969); Johnson D., Johnson R., Learning Together and Alone: Co-Operative, Competitive and Individualistic Learning, (1987); Kawharu I.A., Maori and Pakeha Perspectives in the Treaty of Waitangi, (1989); Keown P., Mc Gee C., Sands F., Values Education and Social Studies: Research and Development, (1993); Kuhn T.S., The Structure of Scientific Revolution, (1970); Lauder H., The new right revolution and education in new zealand, New Zealand Educational Policy Today, (1990); Lyotard J.-F., The Postmodern Condition: A Report on Knowledge, (1984); Michaelson L.K., Watson W.E., Black R.H., A realistic test of individual versus group consensus decision making, Journal of Applied Psychology, 74, pp. 834-839, (1989); Middleton S., Codd J., Jones A., New Zealand Education Policy Today, (1990); Parata H., Mainstreaming—a maori affairs policy?, Institute of Policy Studies Newsletter, 36, pp. 19-20, (1993); Peters M., Habermas, poststructuralism and the question of postmodernity, Critical Theory, Poststructuralism and Social Context, (1996); Peters M., Hope W., Marshall W., Webster S., Critical Theory, Poststructuralism and the Social Context, (1996); Peters M., Hope W., Marshall W., Webster S., Introduction: Contextualising social theory, Critical Theory, Poststructuralism and the Social Context, (1996); Peters M., Marshall J., Te reo o te tai tokerau: Language evaluation and empowerment, New Zealand Journal of Educational Studies, 24, 2, pp. 141-157, (1989); Philips D., Curriculum development in new zealand, Educational Review, 45, 2, pp. 155-164, (1993); Rist R., Students’ social class and teachers’ expectations: The self-fulfilling prophecy in ghetto education, Harvard Educational Review, 40, pp. 411-451, (1970); Robb W.M., Values Education: Prevention and Cure for Some Social Problems?, (1992); Robb W.M., What are Values Education and Citizenship Education?, (1992); Rosenthal R., Jacobson L.F., Pygmalion in the Classroom, (1968); Sarup M., Education and the Ideologies of Racism, (1991); Schockley W., Dysgenics, genetics and raceology: Challenges to the intellectual responsibility of educators, Phi Delta, Kappa, pp. 297-307, (1972); Smith G.H., Taha maori: Pakeha capture, Political Issues in New Zealand Education, (1990); Snook I., Moral education: Past, present and future, Curriculum Issues in New Zealand, (1980); Snook I., Whose christian values?, New Zealand Journal of Educational Studies, 15, 1, pp. 15-23, (1980); Street-Porter R., Race, Children and Cities, (1978); Sullivan K., Bicultural education in aotearoa/new zealand: Establishing a tauiwi side to the partnership, New Zealand Annual Review of Education: Te Arotake a Te Ao O Te Matauranga I Aotearoa, 3, pp. 191-222, (1993); Sullivan K., The impact of educational reform on teachers’ professional ideologies, New Zealand Journal for Educational Studies, 29, 1, pp. 1-16, (1994); Sullivan K., They’ve opened pandora’s box: Educational reform, the new right and teachers’ ideologies, New Zealand Educational Policy in the 1990S, (1997); Government Management, Volume 2, Education Issues, (1987); Vasil R., Biculturalism: Reconciling Aotearoa with New Zealand, (1988); Walker R., Maori resistance to state domination, Critical Theory, Poststructuralism and the Social Context, (1996); Webster S., Escaping postcultural tribes, Critical Theory, Poststructuralism and the Social Context, (1996); Zubhoff S., In The Age of The Smart Machine: The Future of Work and Power, (1988); Ballard K.D., The need to focus on the individual child: A comment on tosca, New Zealand Journal of Educational Studies, 19, 2, pp. 157-159, (1984); Ballard K.D., Psychometrics versus the individual child: A response to reid and croft, New Zealand Journal of Educational Studies, 20, 1, pp. 93-94, (1985); Beck L.R., George S.T., The alleged cultural bias of pat: Reading comprehension and reading vocabulary tests, New Zealand Journal of Educational Studies, 18, 1, pp. 32-47, (1983); Matthews D.A., The use of standardised tests: A practitioner’s point of view, New Zealand Journal of Educational Studies, 18, 2, pp. 171-178, (1983); Nash R., Four charges against tosca, New Zealand Journal of Educational Studies, 18, 2, pp. 154-165, (1983); Nash R., Ability, attainment, prediction and bias, New Zealand Journal of Educational Studies, 19, 2, pp. 152-156, (1984); Reid N., Gilmore A., Pupil performance on tosca: Some additional information, New Zealand Journal of Educational Studies, 18, 1, pp. 13-31, (1983); Reid N., Croft C., Replies to nash and ballard, New Zealand Journal of Educational Studies, 19, 2, pp. 162-169, (1984); Reid N., Croft C., Response to ballard: Final comment, New Zealand Journal of Educational Studies, 20, 2, pp. 192-193, (1985); Reid N., Gilmore A., Croft C., In defence of tosca: Reply to nash’s ‘four charges…’, New Zealand Journal of Educational Studies, 19, 1, pp. 15-23, (1984); George R., Chapman J.W., Tosca results from a new zealand form 1 sample, New Zealand Journal of Educational Studies, 18, 2, pp. 178-183, (1983); George R., Chapman J.W., Maori and european ability group placements: Tosca versus pats, New Zealand Journal of Educational Studies, 19, 2, pp. 160-161, (1984); Tuck B.F., Education and test of scholastic ability: Is there a baby in the bathwater?, New Zealand Journal of Educational Studies, 18, 2, pp. 165-171, (1983)
Nơi xuất bản
Taylor and Francis
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus