The ethnic or “racial” classification of Maori and non-Maori is a pivotal feature of New Zealand’s health system and affects government policy and professional practice within the context of Treaty of Waitangi “partnership” politics. Although intended to empower Maori, ethnic categorization can have unintended and negative consequences by ignoring the causality of material forces in social phenomena. The authors begin by showing how the use of ethnic categories in health policy is justified by the Treaty of Waitangi partnership policies. This (...) provides the context for the argument made in the manuscript that an understanding of the social experience of ethnicity within the complex interaction of sociocultural factors such as socioeconomic location and lifestyle is more useful than using the political construct of ethnic categories in explaining the persistence of low health status for a section of the Maori population. (shrink)

Post‐Marxist critical sociology of education has influenced the development of indigenous (‘kaupapa’) Maori educational theory and research. Its effects are examined in four claims made for Maori education by indigenous theorists. The claims are: indigenous kaupapa Maori education is a revolutionary initiative; it is a cultural solution to Maori educational under‐achievement; it has reversed the decline of the Maori language; it provides a valid educational alternative for an ethnically and culturally distinctive population. The analysis suggests that the indigenous theory approach (...) is representative of the position‐taking strategy that characterises post‐Marxist critical sociology of education, concluding that claims made in kaupapa Maori voice discourse are not supported by the empirical evidence which indicates a more complex social reality. (shrink)

Abstract:The paper argues for the primacy of disciplinary knowledge in music education. We claim that the epistemic structure of this form of knowledge has two separate but ultimately interdependent functions. First, when used as the main principle in the design of the curriculum, such knowledge may be made accessible to students by being connected to procedural or practice knowledge. We introduce the term 'curriculum design coherence' to refer to the ways in which this connection is made. Second, the abstract nature (...) of disciplinary knowledge contains two features, "generalizability" and "universalizability." These are pre-conditions for the creation of the collective representations that allow modern pluralist societies to cohere around the principles of democracy. In making the argument for a pedagogy in music education which combines "knowledge-in-the-mind" and "knowledge-from experience," we critique the current emphasis on experience to suggest that this approach does not provide the access to transformative knowledge despite claims for its democratic imperative. (shrink)

Postmodernism was, as Jonathan Friedman (1994) remarked, the contemporary version of the age-old tendency of intellectuals to turn against the very means of their own knowledge (Lovejoy & Boas, 193...