| Property | Value |
| Name | Evaluation of Te Kotahitanga – Phase 3 |
| Description | (August 2007) Roger Openshaw, Massey University College of Education. Māori educational underachievement is a major issue for New Zealand society and concern to adequately address the problem is justifiably, widespread. Te Kōtahitanga contends that the central issue in Māori educational underachievement is teachers positioning themselves in non-agentic positions because of their adherence to deficit theorising. Hence, its remedy is equally simple – by changing teachers’ attitudes to Māori students and their culture teachers will come to use the power of their own agency to see, ‘wonderful changes in Māori students’ behaviour, participation, engagement and achievement in their classrooms’ (Phase 3 Report, 2007, p.189). The currently high level of political support for Te Kōtahitanga has major implications for teachers, students, pedagogy, school organisation, and teacher training in New Zealand. It also has the potential to re-kindle public debate regarding the wider issues of professional autonomy and teacher accountabilities. Whilst this review is broadly supportive of the goals sought by the Te Kōtahitanga writers, it is highly critical of both the Phase 3 Report and its operationalisation as a professional development programme for teachers. |
| Filename | Pub_Research_TKfinal07.pdf |
| Filesize | 1000.14 kB |
| Filetype | pdf (Mime Type: application/pdf) |
| Creator | webcoord |
| Created On: | 09/29/2008 09:47 |
| Viewers | Everybody |
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| Hits | 3060 Hits |
| Last updated on | 02/25/2009 14:15 |
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