title: Conscientisation and Resistance: Experiences from implementing a culturally responsive pedagogy of relations

authors: Lawrence, Dawn Cherie

subjects: culturally responsive pedagogy of relations

abstract: Consciousness of being part of a particular hegemonic force (that is to say,political consciousness) is the first stage towards a further progressive self –conscious in which theory and practice will finally be one. (Hoare & Smith,1971, p. 333)

Bishop, Berryman, Tiakiwai and Richardson, (2003) state that effective teachers of Māori students “positively and vehemently reject deficit theorizing as a means of explaining Māori students’ educational achievement” (p.95). This fundamental tenet of the Te Kotahitanga Effective Teaching Profile (ETP) moves beyond simply refraining from publicly articulating discourses that pathologise Māori students and their whānau (Bishop et al., 2003; Bishop & Berryman, 2006; Bishop, Berryman, Cavanagh, & Teddy. 2007). For many teachers it is a challenging, ongoing transformative process of critical self-reflection, which touches the very core of their own culture and identity.

This thesis contends that by working to discursively position themselves within a culturally responsive pedagogy of relations, teachers develop classroom practices that have been shown to positively affect outcomes for Māori students. It goes on to suggest that such discursive repositioning might be seen as praxis, with the potential to transform the inequities experienced by Māori within mainstream educational settings. With this understanding, the culture and leadership approach of the school context becomes a greater influence on teachers’ capacity to realize their agency within this pedagogy than any characteristic of the individual.

text: Conscientisation and Resistance: Experiences from implementing a culturally responsive pedagogy of relations Consciousness of being part of a particular hegemonic force (that is to say,political consciousness) is the first stage towards a further progressive self –conscious in which theory and practice will finally be one. (Hoare & Smith,1971, p. 333)

Bishop, Berryman, Tiakiwai and Richardson, (2003) state that effective teachers of Māori students “positively and vehemently reject deficit theorizing as a means of explaining Māori students’ educational achievement” (p.95). This fundamental tenet of the Te Kotahitanga Effective Teaching Profile (ETP) moves beyond simply refraining from publicly articulating discourses that pathologise Māori students and their whānau (Bishop et al., 2003; Bishop & Berryman, 2006; Bishop, Berryman, Cavanagh, & Teddy. 2007). For many teachers it is a challenging, ongoing transformative process of critical self-reflection, which touches the very core of their own culture and identity.

This thesis contends that by working to discursively position themselves within a culturally responsive pedagogy of relations, teachers develop classroom practices that have been shown to positively affect outcomes for Māori students. It goes on to suggest that such discursive repositioning might be seen as praxis, with the potential to transform the inequities experienced by Māori within mainstream educational settings. With this understanding, the culture and leadership approach of the school context becomes a greater influence on teachers’ capacity to realize their agency within this pedagogy than any characteristic of the individual.

year: 2014

title: "Kia Mauri Tau!" Narratives of recovery from disabling mental health problems

authors: Lapsley, Hilary

subjects: Maori

abstract: A bicultural research team at the University of Waikato successfully applied for funding from the Health Research Council to do a qualitative research project in the area of ‘pathways to wellness’. The Mental Health Narratives Project set out to gather forty narratives of mental ill health, recovery and life after recovery by interviewing Maori and non-Maori women and men who once had a disabling mental health problem. We aimed to describe journeys to mental health, identify key themes in accounts of the recovery process and describe the impact of the experience of mental ill health on life after recovery.

text: "Kia Mauri Tau!" Narratives of recovery from disabling mental health problems A bicultural research team at the University of Waikato successfully applied for funding from the Health Research Council to do a qualitative research project in the area of ‘pathways to wellness’. The Mental Health Narratives Project set out to gather forty narratives of mental ill health, recovery and life after recovery by interviewing Maori and non-Maori women and men who once had a disabling mental health problem. We aimed to describe journeys to mental health, identify key themes in accounts of the recovery process and describe the impact of the experience of mental ill health on life after recovery.

year: 2002

title: Islam and Christian–Muslim relations in Germany: Recent developments and continuing issues

authors: Pratt, Douglas

subjects: religion

abstract: The field of Christian-Muslim relations in Germany today is an increasingly important subject for study and analysis. In this article the authors give a short expository description of the religious context of Germany, noting salient factors of church-state relations and the role of religion. This sets the scene for an overview of Islam, followed by an exploration of aspects of Christian-Muslim relations within Germany. A discussion of some key issues with respect to the specifics of Islam in present-day Germany, and aspects of relations with this Islam, will also be included. The article does not provide exhaustive coverage; rather it attempts to introduce a non-German readership to the contemporary phenomenon of Islam and Christian-Muslim relations in Germany, which, arguably, is of considerable significance to the broader European experience as well as of importance to the understanding of Islam and its relations to wider non-Muslim societies in regional contexts.

text: Islam and Christian–Muslim relations in Germany: Recent developments and continuing issues The field of Christian-Muslim relations in Germany today is an increasingly important subject for study and analysis. In this article the authors give a short expository description of the religious context of Germany, noting salient factors of church-state relations and the role of religion. This sets the scene for an overview of Islam, followed by an exploration of aspects of Christian-Muslim relations within Germany. A discussion of some key issues with respect to the specifics of Islam in present-day Germany, and aspects of relations with this Islam, will also be included. The article does not provide exhaustive coverage; rather it attempts to introduce a non-German readership to the contemporary phenomenon of Islam and Christian-Muslim relations in Germany, which, arguably, is of considerable significance to the broader European experience as well as of importance to the understanding of Islam and its relations to wider non-Muslim societies in regional contexts.

year: 2007-01