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Culturally responsive pedagogy: A New Zealand case study.
- Source :
- International Studies in Sociology of Education; Dec2018, Vol. 27 Issue 4, p391-408, 18p
- Publication Year :
- 2018
-
Abstract
- This paper examines the justification for a culturally responsive educational initiative to raise the educational underachievement of Māori students in New Zealand. The initiative is justified by claims that the recognition in the classroom of a student's cultural identity will lead to the student's educational achievement. Using an account of a small study of teachers and their beliefs regarding New Zealand's culturally responsive educational policy Kia Eke Panuku, we argue that such a claim is not established and it is the development of an epistemic identity which is more likely to be the means for Māori to attain educational success. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 09620214
- Volume :
- 27
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- International Studies in Sociology of Education
- Publication Type :
- Academic Journal
- Accession number :
- 134346393
- Full Text :
- https://doi.org/10.1080/09620214.2018.1468274