@phdthesis{stewart_kaupapa_2007,
	title = {Kaupapa {Māori} {Science}},
	url = {http://researchcommons.waikato.ac.nz/handle/10289/2598},
	abstract = {This thesis investigates how Māori knowledge and language articulate with current discourses of Pūtaiao education, and possible alternative articulations. A Kaupapa Māori version of critical discourse analysis methodology is developed and applied to discourses relevant to Pūtaiao, or Māori-medium science education. This topic represents an intersection between language, science, education, and culture - fields which are all highly politically charged. Therefore, it is essential that a politically robust Kaupapa Māori position be taken in relation to the research topic. Not only the issues being investigated but the underlying research paradigm must be interrogated using Kaupapa Māori theory at each stage of the project. The goal is to study the range of possible meanings for the notions of ‘Pūtaiao' and ‘Māori science' by exploring the relevant dialectical issues, critiquing the assumptions and positions taken on language, knowledge, identity and ethos, in order to inform further Pūtaiao curriculum development. The research project is a narration of the larger story of Pūtaiao education: what is the current situation, how did it come about, what theoretical issues have been influential in this process, and what possibilities are there for further development of Pūtaiao curriculum and pedagogy? Each analysis takes the form of a narrative history, based on a selected corpus of previously published scholarship (in Wāhanga 1, including numerical data and oral tradition) on the issue under examination, from a Kaupapa Māori perspective. ii Mainly in the first two chapters, analysis at times also draws on ‘personal narrative' accounts of previously unpublished details relating to Pūtaiao. Additionally, an investigation of various qualified notions of ‘science' is undertaken, beginning in Wāhanga 2, concluding in Wāhanga 5, in order to explore the nature and boundaries of science as a system of knowledge, and its relationship to other types or systems of knowledge.},
	author = {Stewart, Georgina Marjorie},
	year = {2007},
	keywords = {Curriculum development, Kaupapa Maori Theory, Maori, Maori knowledge, Maori medium education, Maori perspectives, Matauranga Maori, Mathematics and Statistics curriculum, Mathematics education, National Certificate of Educational Achievement :, Science curriculum, Science education, Te Reo Maori curriculum, maori education},
}

{"_id":"Fbzfv9C9bsRQAPEaG","bibbaseid":"stewart-kaupapamoriscience-2007","author_short":["Stewart, G. M."],"bibdata":{"bibtype":"phdthesis","type":"phdthesis","title":"Kaupapa Māori Science","url":"http://researchcommons.waikato.ac.nz/handle/10289/2598","abstract":"This thesis investigates how Māori knowledge and language articulate with current discourses of Pūtaiao education, and possible alternative articulations. A Kaupapa Māori version of critical discourse analysis methodology is developed and applied to discourses relevant to Pūtaiao, or Māori-medium science education. This topic represents an intersection between language, science, education, and culture - fields which are all highly politically charged. Therefore, it is essential that a politically robust Kaupapa Māori position be taken in relation to the research topic. Not only the issues being investigated but the underlying research paradigm must be interrogated using Kaupapa Māori theory at each stage of the project. The goal is to study the range of possible meanings for the notions of ‘Pūtaiao' and ‘Māori science' by exploring the relevant dialectical issues, critiquing the assumptions and positions taken on language, knowledge, identity and ethos, in order to inform further Pūtaiao curriculum development. The research project is a narration of the larger story of Pūtaiao education: what is the current situation, how did it come about, what theoretical issues have been influential in this process, and what possibilities are there for further development of Pūtaiao curriculum and pedagogy? Each analysis takes the form of a narrative history, based on a selected corpus of previously published scholarship (in Wāhanga 1, including numerical data and oral tradition) on the issue under examination, from a Kaupapa Māori perspective. ii Mainly in the first two chapters, analysis at times also draws on ‘personal narrative' accounts of previously unpublished details relating to Pūtaiao. Additionally, an investigation of various qualified notions of ‘science' is undertaken, beginning in Wāhanga 2, concluding in Wāhanga 5, in order to explore the nature and boundaries of science as a system of knowledge, and its relationship to other types or systems of knowledge.","author":[{"propositions":[],"lastnames":["Stewart"],"firstnames":["Georgina","Marjorie"],"suffixes":[]}],"year":"2007","keywords":"Curriculum development, Kaupapa Maori Theory, Maori, Maori knowledge, Maori medium education, Maori perspectives, Matauranga Maori, Mathematics and Statistics curriculum, Mathematics education, National Certificate of Educational Achievement :, Science curriculum, Science education, Te Reo Maori curriculum, maori education","bibtex":"@phdthesis{stewart_kaupapa_2007,\n\ttitle = {Kaupapa {Māori} {Science}},\n\turl = {http://researchcommons.waikato.ac.nz/handle/10289/2598},\n\tabstract = {This thesis investigates how Māori knowledge and language articulate with current discourses of Pūtaiao education, and possible alternative articulations. A Kaupapa Māori version of critical discourse analysis methodology is developed and applied to discourses relevant to Pūtaiao, or Māori-medium science education. This topic represents an intersection between language, science, education, and culture - fields which are all highly politically charged. Therefore, it is essential that a politically robust Kaupapa Māori position be taken in relation to the research topic. Not only the issues being investigated but the underlying research paradigm must be interrogated using Kaupapa Māori theory at each stage of the project. The goal is to study the range of possible meanings for the notions of ‘Pūtaiao' and ‘Māori science' by exploring the relevant dialectical issues, critiquing the assumptions and positions taken on language, knowledge, identity and ethos, in order to inform further Pūtaiao curriculum development. The research project is a narration of the larger story of Pūtaiao education: what is the current situation, how did it come about, what theoretical issues have been influential in this process, and what possibilities are there for further development of Pūtaiao curriculum and pedagogy? Each analysis takes the form of a narrative history, based on a selected corpus of previously published scholarship (in Wāhanga 1, including numerical data and oral tradition) on the issue under examination, from a Kaupapa Māori perspective. ii Mainly in the first two chapters, analysis at times also draws on ‘personal narrative' accounts of previously unpublished details relating to Pūtaiao. Additionally, an investigation of various qualified notions of ‘science' is undertaken, beginning in Wāhanga 2, concluding in Wāhanga 5, in order to explore the nature and boundaries of science as a system of knowledge, and its relationship to other types or systems of knowledge.},\n\tauthor = {Stewart, Georgina Marjorie},\n\tyear = {2007},\n\tkeywords = {Curriculum development, Kaupapa Maori Theory, Maori, Maori knowledge, Maori medium education, Maori perspectives, Matauranga Maori, Mathematics and Statistics curriculum, Mathematics education, National Certificate of Educational Achievement :, Science curriculum, Science education, Te Reo Maori curriculum, maori education},\n}\n\n\n\n\n\n\n\n\n\n\n\n","author_short":["Stewart, G. 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