Abstract

The article describes the usefulness of a realist methodology in linking sociological theory to empirically obtained data through the development of a methodological device. Three layers of analysis were integrated: 1. the findings from a case study about Māori language education in New Zealand; 2. the identification and analysis of contradictions and vagueness in language education policy; and, 3. the explanation of these contradictions in terms deeper ideological forces underpinning bicultural politics in New Zealand. The paper makes two contributions to the literature. It demonstrates how a realist methodology can link theory and data, specifically in the discussion of the methodological device. It also generalises the findings in terms of how ideologies of ‘culture’ inform the inclusion of culture in education in New Zealand and internationally.