Russell Bishop - Academia.edu (original) (raw)

Papers by Russell Bishop

This paper seeks to identify how issues of epistemological racism are addressed in practice withi... more This paper seeks to identify how issues of epistemological racism are addressed in practice within an indigenous Kaupapa (philosophy) Maori approach to research, and how such considerations may impact on the Western trained and positioned researcher. One fundamental understanding to a Kaupapa Maori approach to research is that it is the discursive practice that is Kaupapa Maori that positions researchers in such a way as to operationalise self-determination (agentic positioning and behaviour) for research participants. This is because the cultural aspirations, understandings and practices of Maori people implement and organise the research process. Further, the research issues of power; initiation, benefits, representation, legitimation, and accountability are addressed and understood in practice by practitioners of Kaupapa Maori research through the development of a participatory mode of consciousness. It is difficult to change one’s concept of the self from the pervasive alienated...

Current educational policies and practices in AotearoafNew Zealand were developed and continue to... more Current educational policies and practices in AotearoafNew Zealand were developed and continue to be developed within a frameiuork of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Maori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successfid participation by Maori students in mainstream classrooms. This model constitutes the classroom as a place ivhere young people's sense-making processes (cultures) are iri'corporated and enhanced, where the existing knowledges of young people are seen as "acceptable " and "official " and where the teacher interacts with students in such a way that neiu knowledge is co-created. Such a classroom will generate totally different interaction and participatio...

b. Education for International Understanding (EIU): Formative Assessment,

This project was funded by the Curriculum Teaching and Learning Division of the Ministry of Educa... more This project was funded by the Curriculum Teaching and Learning Division of the Ministry of Education and conducted by M ori Education Research of the School of Education, University of Waikato, Poutama Pounamu Research and Development Centre with the support of the Multi Serve Education Trust. Firstly, our thanks must again go to the students, whanau members, principals and teachers who so willingly shared their stories in this project. These participants understood that they themselves might not benefit from their stories, but that these may indeed help others like them in the future. Many other people in many different roles supported and contributed to this project. We are very grateful to our Advisory Committee members, (which consisted of iwi representatives,

Serious concerns about research involving Maori people have been raised by Walker (1979), Curtis ... more Serious concerns about research involving Maori people have been raised by Walker (1979), Curtis (1983), Stokes (1985, 1987), Smith (1991) and Bishop and Glynn (1992). These authors caution that research into Maori people and issues associated with Maoridom should not perpetuate the monocultural research methodology and findings so common in the literature. One of their major concerns is that much research has concentrated on identifying characteristics that cause sub-cultural group members to function unsuccessfully in the common culture. Also, a great deal of research into Maori people’s affairs has had belittling or disadvantaging effects. Much of the research has been designed to answer research questions that have benefited the researchers and the non-Maori academic community rather than the Maori people themselves. Many research activities by non-Maori have disadvantaged and even belittled the mana of Maori knowledge and understanding of their own history. Maori people have be...

... 2002. Clive McGee, Alister Jones, Russell Bishop, Bronwen Cowie, Mary Hill, Thelma Miller, An... more ... 2002. Clive McGee, Alister Jones, Russell Bishop, Bronwen Cowie, Mary Hill, Thelma Miller, Ann Harlow, Debbie Oliver, Sarah Tiakiwai, Karen MacKenzie. ... In May-June 2001, the research team conducted one-day meetings with several groups of teachers to seek advice on the ...

Waikato Journal of Education

Maori and other indigenous peoples are concerned about the power and control that non-indigenous ... more Maori and other indigenous peoples are concerned about the power and control that non-indigenous people hold over research. Research issues such as initiation, benefits, representation, legitimation, and accountability have usually been determined by the researcher's interests and agenda. One means of addressing indigenous peoples' desire for selfdetermination in educational research is to develop collaborative storytelling as a research approach. Such an approach, when conducted within indigenous ways of knowing, facilitates ongoing collaborative analysis and construction of meaning about participants' lived experiences. Collaborative stories are selected, recollected, and reflected on by research participants (including the researcher), then merged to create a collaborative text-a mutually constructed story created out of the lived experiences of all participants. Five collaborative research projects conducted by the 2

Education Research and Perspectives, 1997

This paper suggests that a means of addressing indigenous peoples' desire for self-determinat... more This paper suggests that a means of addressing indigenous peoples' desire for self-determination in educational research is the development of collaborative storying by means of sequential, semi-structured, in depth interviews as conversations, conducted in a dialogic, reflexive manner that facilitates ongoing collaborative analysis and construction of meaning/explanations about the lived experiences of the research participants.

New Zealand Journal of Educational Studies, 1992

Abstract 1. Argues that most educational research on Maori people conducted by non-Maori has had ... more Abstract 1. Argues that most educational research on Maori people conducted by non-Maori has had belittling effects. Such research has oversimplified Maori history, undervalued Maori knowledge, and underestimated Maori learning processes. The research process should ...

Since 1998, four iwi groups have participated in a Maori Sustainable Development project with res... more Since 1998, four iwi groups have participated in a Maori Sustainable Development project with researchers from the University of Waikato. 1 This project has sought to develop a better understanding of iwi aspirations for economic, social and cultural development. Based on ...

Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in educ... more Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project's aims to be realised, professional development needs to be ongoing, iterative and responsive.

This paper seeks to identify how issues of epistemological racism are addressed in practice withi... more This paper seeks to identify how issues of epistemological racism are addressed in practice within an indigenous Kaupapa (philosophy) Maori approach to research, and how such considerations may impact on the Western trained and positioned researcher. One fundamental understanding to a Kaupapa Maori approach to research is that it is the discursive practice that is Kaupapa Maori that positions researchers in such a way as to operationalise selfdetermination (agentic positioning and behaviour) for research participants. This is because the cultural aspirations, understandings and practices of Maori people implement and organise the research process. Further, the research issues of power; initiation, benefits, representation, legitimation, and accountability are addressed and understood in practice by practitioners of Kaupapa Maori research through the development of a participatory mode of consciousness.

This paper seeks to identify how issues of epistemological racism are addressed in practice withi... more This paper seeks to identify how issues of epistemological racism are addressed in practice within an indigenous Kaupapa (philosophy) Maori approach to research, and how such considerations may impact on the Western trained and positioned researcher. One fundamental understanding to a Kaupapa Maori approach to research is that it is the discursive practice that is Kaupapa Maori that positions researchers in such a way as to operationalise self-determination (agentic positioning and behaviour) for research participants. This is because the cultural aspirations, understandings and practices of Maori people implement and organise the research process. Further, the research issues of power; initiation, benefits, representation, legitimation, and accountability are addressed and understood in practice by practitioners of Kaupapa Maori research through the development of a participatory mode of consciousness. It is difficult to change one’s concept of the self from the pervasive alienated...

Current educational policies and practices in AotearoafNew Zealand were developed and continue to... more Current educational policies and practices in AotearoafNew Zealand were developed and continue to be developed within a frameiuork of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Maori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successfid participation by Maori students in mainstream classrooms. This model constitutes the classroom as a place ivhere young people's sense-making processes (cultures) are iri'corporated and enhanced, where the existing knowledges of young people are seen as "acceptable " and "official " and where the teacher interacts with students in such a way that neiu knowledge is co-created. Such a classroom will generate totally different interaction and participatio...

b. Education for International Understanding (EIU): Formative Assessment,

This project was funded by the Curriculum Teaching and Learning Division of the Ministry of Educa... more This project was funded by the Curriculum Teaching and Learning Division of the Ministry of Education and conducted by M ori Education Research of the School of Education, University of Waikato, Poutama Pounamu Research and Development Centre with the support of the Multi Serve Education Trust. Firstly, our thanks must again go to the students, whanau members, principals and teachers who so willingly shared their stories in this project. These participants understood that they themselves might not benefit from their stories, but that these may indeed help others like them in the future. Many other people in many different roles supported and contributed to this project. We are very grateful to our Advisory Committee members, (which consisted of iwi representatives,

Serious concerns about research involving Maori people have been raised by Walker (1979), Curtis ... more Serious concerns about research involving Maori people have been raised by Walker (1979), Curtis (1983), Stokes (1985, 1987), Smith (1991) and Bishop and Glynn (1992). These authors caution that research into Maori people and issues associated with Maoridom should not perpetuate the monocultural research methodology and findings so common in the literature. One of their major concerns is that much research has concentrated on identifying characteristics that cause sub-cultural group members to function unsuccessfully in the common culture. Also, a great deal of research into Maori people’s affairs has had belittling or disadvantaging effects. Much of the research has been designed to answer research questions that have benefited the researchers and the non-Maori academic community rather than the Maori people themselves. Many research activities by non-Maori have disadvantaged and even belittled the mana of Maori knowledge and understanding of their own history. Maori people have be...

... 2002. Clive McGee, Alister Jones, Russell Bishop, Bronwen Cowie, Mary Hill, Thelma Miller, An... more ... 2002. Clive McGee, Alister Jones, Russell Bishop, Bronwen Cowie, Mary Hill, Thelma Miller, Ann Harlow, Debbie Oliver, Sarah Tiakiwai, Karen MacKenzie. ... In May-June 2001, the research team conducted one-day meetings with several groups of teachers to seek advice on the ...

Waikato Journal of Education

Maori and other indigenous peoples are concerned about the power and control that non-indigenous ... more Maori and other indigenous peoples are concerned about the power and control that non-indigenous people hold over research. Research issues such as initiation, benefits, representation, legitimation, and accountability have usually been determined by the researcher's interests and agenda. One means of addressing indigenous peoples' desire for selfdetermination in educational research is to develop collaborative storytelling as a research approach. Such an approach, when conducted within indigenous ways of knowing, facilitates ongoing collaborative analysis and construction of meaning about participants' lived experiences. Collaborative stories are selected, recollected, and reflected on by research participants (including the researcher), then merged to create a collaborative text-a mutually constructed story created out of the lived experiences of all participants. Five collaborative research projects conducted by the 2

Education Research and Perspectives, 1997

This paper suggests that a means of addressing indigenous peoples' desire for self-determinat... more This paper suggests that a means of addressing indigenous peoples' desire for self-determination in educational research is the development of collaborative storying by means of sequential, semi-structured, in depth interviews as conversations, conducted in a dialogic, reflexive manner that facilitates ongoing collaborative analysis and construction of meaning/explanations about the lived experiences of the research participants.

New Zealand Journal of Educational Studies, 1992

Abstract 1. Argues that most educational research on Maori people conducted by non-Maori has had ... more Abstract 1. Argues that most educational research on Maori people conducted by non-Maori has had belittling effects. Such research has oversimplified Maori history, undervalued Maori knowledge, and underestimated Maori learning processes. The research process should ...

Since 1998, four iwi groups have participated in a Maori Sustainable Development project with res... more Since 1998, four iwi groups have participated in a Maori Sustainable Development project with researchers from the University of Waikato. 1 This project has sought to develop a better understanding of iwi aspirations for economic, social and cultural development. Based on ...

Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in educ... more Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project's aims to be realised, professional development needs to be ongoing, iterative and responsive.

This paper seeks to identify how issues of epistemological racism are addressed in practice withi... more This paper seeks to identify how issues of epistemological racism are addressed in practice within an indigenous Kaupapa (philosophy) Maori approach to research, and how such considerations may impact on the Western trained and positioned researcher. One fundamental understanding to a Kaupapa Maori approach to research is that it is the discursive practice that is Kaupapa Maori that positions researchers in such a way as to operationalise selfdetermination (agentic positioning and behaviour) for research participants. This is because the cultural aspirations, understandings and practices of Maori people implement and organise the research process. Further, the research issues of power; initiation, benefits, representation, legitimation, and accountability are addressed and understood in practice by practitioners of Kaupapa Maori research through the development of a participatory mode of consciousness.