000			03666cam a2200481 i 4500
001			BRILL9789460914157
003			nllekb
005			20260610104949.0
007			cr un uuuua
008			110817s2011 ne b 001 0 eng d
010			_a 2012391884
020			_a9789460914157 _q(electronic book)
020			_z9789460914140 _q(print)
024	7		_a10.1007/978-94-6091-415-7 _2DOI
035			_a(OCoLC)ocn747032965
040			_aNL-LeKB _cNL-LeKB _erda
043			_au-nz---
050		4	_aLA2122 _b.B57 2011
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
100	1		_aBishop, Russell, _d1950-
245	1	0	_aFreeing ourselves / _cRussell Bishop.
264		1	_aRotterdam ; _aBoston : _bSense Publishers.
264		4	_cc2011.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aTransgressions, cultural studies and education ; _vv. 66
490	0		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504			_aIncludes bibliographical references (p. 121-130) and index.
505	0	0	_aPreliminary Material -- Freeing Ourselves from Neo-colonial Dominance in Research -- Freeing Ourselves from Neo-colonial Domination in Public School Classrooms -- Freeing Schools and Education Systems from Neo-colonial Dominance -- References -- Index.
520			_aThis book draws together many previously published articles and book chapters produced by the author over the past 20 years of work in the field of indigenous education. However, rather than just being a compilation of a series of papers, this book is a record of the development of an indigenous approach towards large-scale, theory-based education reform that is now being implemented, in two different forms, in almost half of the secondary schools in New Zealand. Fundamental to this theorising is the understanding, identified by Paulo Freire over forty years ago, that answers to the conditions oppressed peoples find themselves in is not to be found in the language or understandings of the oppressors. Rather, it is to be found in those of the oppressed. This realisation has been confirmed by the examples in this book. The first is seen where it is identified how researching in Maori contexts needs to be conducted dialogically within the world view and understandings of Maori people. Secondly, dialogue in its widest sense is crucial for developing a means whereby Maori students are able to participate successfully in education. The book details how researching the impact of colonization on his mother’s Maori family enabled the author to develop a means of researching within indigenous, Maori contexts. It then details how the lessons learnt here appealed as being a means by which the marginalization of Maori students in mainstream, public school classrooms could be re-theorised, and how schools and education systems could be reorganised so as to support indigenous students to be successful learners.
650		0	_aEducational change _zNew Zealand.
650		0	_aMaori (New Zealand people) _xEducation (Secondary) _zNew Zealand.
650		0	_aMulticultural education _zNew Zealand.
650		0	_aEducational equalization _zNew Zealand.
776	0	8	_iPrint version: _tFreeing Ourselves _dLeiden ; Boston : Brill | Sense, [2011], _z9789460914140
830		0	_aTransgressions: Cultural Studies and Education _v66.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6091-415-7
999			_c19299 _d19299