1. Pedagogy Ahuatanga ako

2. FLOW CHART: Power and Education  In a flow chart demonstrate your understanding of the influence of power on education. Illustrate how ‘stories become ‘theories’ and influence policy. Summarize your own practice in relation to the chart.

3. Power and Education

4. Power Relations Model  Bishop and Glynn’s (1999) power relations model has helped Maori understand the five issues that surround the unequal power relations that will always need to be addressed; they have been in initiation, benefits, and representation, legitimation, and accountability, issues.

5. Stance of Te Wananga  Te Wananga O Aotearoa is a Maori initiative. They are serving Maori well. Evidence of this is the high levels of student participation. Te Wananga has promoted the Maori worldview of knowledge, pedagogy, discipline and the curriculum.

6. Tool of social conditioning  The notion of education as being a tool of social conditioning for social control (power).  Writers such as Maxine Stephenson, Barrington, Beaglehole, Cummings, talk of how schooling in the early C19th and C20th Controlled Maori children.

7. Early Colonial schooling  The imposition of colonial institutions and colonial systems and structures were one of many factors that influenced Maori limited curriculum. In the early years there was a parallel system being developed here in Aotearoa. The Native schooling system ran here in Aotearoa from 1867 through to 1969. It ran on the notion that Maori needed to be assimilated into the Western Euro society. It wasn’t until the 1970’s the study of curriculum was analyzed as to how it affected the outcomes of people’s through out the world.

8. Notion of gate keeping  Discuss the notion of the “gate keeping” system that exists in the education system (does the government have the power to determine who has access to education – how and why?)

9. Stratification of knowledge  Young, M,F, D (1971) drew on Bernstein’s(1974) writings of three interrelated questions about the curricula concerning the stratification of knowledge, the extension of the scope of knowledge and the relations between knowledge areas.

10. Other influences of power  Explain any other influences of power on education that you are aware of (for example the capping of TWoA EFTS in 2004; compromises to kaupapa Maori practice in order to secure government funding)

11. Who defines the power?  1) Who defines the power of what is valued knowledge? How is knowledge stratified? There are two aspects of what is referred to as ‘prestige and property’ components. The ‘prestige’ component refers to the way different knowledge’s are valued for example pure and applied academic and vocational are ‘valued’. The property aspect is the way stratification of knowledge refers to how access to knowledge is controlled, in modern societies, largely by professionals and experts. Thus, the ‘property’ aspect of stratification points to the distribution of knowledge in use and its associated reward structure. 

12. Restriction  2) The restriction of access to some of the knowledge to specific groups. Again it relates to who controls the power. Young (1998) make us question how the scope of curricula provided for different groups and how some factors influenced is seen as the degree and kind of specialization that was appropriate to different groups of learners at different ages.

13. Knowledge and access  3) What is the relation between knowledge areas and between those that access them? There is a continuum relation between being insulated and being connective. 

14. Young’s Hypothesis  Young’s (1971) hypothesis was that the ‘curricula of the past’ was narrowly specialized and highly stratified and that Young (1971) predicted that the ‘curricula of the future’ will be a need to be more connective, broader and the curricula will have low degrees of stratification.

15. Young’s Hypothesis  The assumption is that many barriers will be removed and their will be an evolutionary change in the organization of knowledge and the wider society will move to destratify or give equal value to different kinds of knowledge, or restratify or legitimize other knowledge’s and pose a threat to the existing power structure.[1][1]  [1] [1]

16. Emancipatory practice  In recent years, Shane Edwards (1998) has argued that emancipation involves individuals or groups recognizing their induced dependency on dominant group culture as the ‘norm’. As a result (Friere, 1970) the group or individuals become conscious of their own freedom. There are four phases that contribute to emancipatory practice. They are relocation, reconnection, reclamation and re identification.

17. References  Young, Micheal, F.D (1998) The Curriculum of the Future; from the ‘new sociology of education’ to a critical theory of learning. Falmer Press, London. Pg 15

18. Maxine Stephenson  Maxine Stephenson’s model of apparatus/project illustrates this how the curriculum developed within a vacuum. Stephenson’s (2000) writings talk of how the State introduced the Native Schools Act of 1867 that made English compulsory, and imposed a policy of Europeanization on Maori, had in the same year passed the Maori Representation Act that gave Maori recognition as part of the Pakeha New Zealand.

19. Two policies that have influenced Maori schooling  Through this mechanism, Maori effectively were declared ‘civilised’ and full citizens of the new State realm until 1969. This Native schools system closed down and unfortunately many Maori were mainstreamed into the main schooling system. The education act of tomorrow’s school in 1989 became the next piece of legislation that helped Maori achievement.

20. Authentic learning  Authentic learning of others people’s knowledge’s became validated with the introduction of the Wananga act 1989 section 162, the Kura Kaupapa Act. An alternative system that was officially reinstated after the native system closed down in 1969. The development of the national curriculum came under the control of the Minister of Education, creating greater centralization than any point in the past.

21. Window of opportunity  This shift was continued when the Labour party was defeated, and in May 1991and the National government began comprehensive plans to reform the school curriculum, claiming that the schooling system needed to be brought into line with the needs of the 1990s and the twenty first century to make New Zealand more competitive within the international economy. There was small window of opportunity for Maori.