• Login
    View Item 
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Reconstituting multicultural education: a critical pedagogy at work : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University

    Icon
    View/Open Full Text
    01_front.pdf (1.097Mb)
    02_whole.pdf (36.91Mb)
    Export to EndNote
    Abstract
    In the debates surrounding minority education, the demise of the previous policies of assimilation and integration has led, in their stead, to an advocacy for multicultural education. The promotion of multicultural education has been heralded as the means by which 'cultural pluralism' in schools can be fostered and the educational performance of minority children improved. If is argued here, however, that the rhetoric of cultural pluralism - most often associated with multicultural education - is not sufficient to change the position of minority groups within education. Indeed, it may serve simply to reinforce the disadvantages that such groups face. Rather, what is required of multicultural education, if it is to make a difference for minority children, is that it be guided by an 'informing theory' which links it to wider processes of social and cultural reproduction. When multicultural education is framed in this way - with an understanding of the wider reproductive processes that contribute to the structural disadvantaging of minority groups within schooling - it becomes clear that what is necessary in schools is significant structural reform at school level; that cultural pluralism needs to be tied to structural pluralism. In the following account, Richmond Road Primary School in Auckland, New Zealand will be discussed, using the approach of critical ethnography, as an example of a school which has embarked on such structural reform. By reconstituting school organisation, along with the traditional school 'message systems' (curriculum, pedagogy and assessment) that serve to disadvantage minority groups, Richmond Road demonstrates how an informed theory of multicultural education can be successfully realised in practice for the benefit of minority children.
    Date
    1992
    Author
    May, Stephen Andrew
    Rights
    The Author
    Publisher
    Massey University
    URI
    http://hdl.handle.net/10179/6226
    Collections
    • Theses and Dissertations
    Metadata
    Show full item record

    Copyright © Massey University
    Contact Us | Send Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1
     

     

    Tweets by @Massey_Research
    Information PagesContent PolicyDepositing content to MROCopyright and Access InformationDeposit LicenseDeposit License SummaryTheses FAQFile FormatsDoctoral Thesis Deposit

    Browse

    All of MROCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Copyright © Massey University
    Contact Us | Send Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1