Awakening vision: examining the reconceptualization of Aboriginal education in Canada via Kaupapa Maori praxis

• Main Author: Rico, B
• Other Authors: 教育學院:國際文教與比較教育學系, Rico, B (Rico, Braden);
• Format: Article in Journal/Newspaper
• Language: English
• Published: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD 2013
• Subjects: 0; Canada; New Zealand; Aklavik; First Nations
• Online Access: http://ir.ncnu.edu.tw:8080/handle/310010000/14180; http://ir.ncnu.edu.tw:8080/bitstream/310010000/14180/1/index.html

Kaupapa Mori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a conscientization or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Mori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Mori framework as counter strategy to Eurocentric curricula and colonial paradigms. SSCI