He Pukenga Korero, Vol 1, No 1 (1995)

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Cultural Issues in Educational Research: A New Zealand Perspective

Ted Glynn, Russell Bishop

Abstract


Nā te kūare, nā te kore rānei e tino āro atu o ngā kairangahau
mātauranga o Aotearoa ki ngā tikanga e tina raru nei ngā
āhuatanga e pā ana ki te whai mātauranga me te ako hoki i ngā
kaupapa Māori. Mā te pepa nei e āta whakamātau ētahi o ēnei
mātapono, ā, ki te whakaatu hoki he huarahi rangahau kia kitea
ai ngā kairangahau e mahi ngātahi ana me te whānau nō te mea
he tino kaingākau rātou ki ngā kaupapa Māori mō te ako me te
whakaako hoki. Kua kitea tēnei tūmomo āhua, mā te kairangahau
tonu e aki haere ngā mahi a ngā kaiako Māori o te Rātonga
Mātauranaa Motuhake me ētahi atu kaiako Māori, ngā whānau
me tētahi tauiwi kairangahau i Tauranga Moana. Kua oti kē i
tēnei roopu he huhua ākoranga rauemi hei āwhina i ngā tamariki
Māori ki te kōrero pukapuka me te tuhi hoki ki roto i te reo Māori.

A lack of cultural consciousness among educational researchers
in New Zealand has contributed to the belittlement of Māori
perspectives on knowledge and on principles of learning and
teaching. This paper examines some of these principles and
practices, and presents an approach to research in which researchers
work within a whānau whose members are committed
to sharing a kaupapa. Māori focus in addressing questions about
learning and teaching. This approach, participant-driven empowering
research, is illustrated in the work of Māori staff from
the Special Education Service, together with Māori teachers and
whānau and a tauiwi researcher at Tauranga Moana. This group
has worked on a series of studies to assist Māori children learning
to read and write in Māori.

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