Elizabeth Rata
Datos Biográficos
| ID | 628290 |
|---|---|
| NOMBRE | Elizabeth Rata |
| NOMBRES | Elizabeth |
| APELLIDO | Rata |
| FIRMA | RATA E |
| AFILIACIONES | University of Auckland |
| ORCID | 0000-0003-1918-6792 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAS | 125 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 3 |
| PRIMER AÑO DE PUBLICACIÓN | 2003 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 7 |
Research Handbook on Curriculum and Education
In this chapter we analyse the development of primary teachers’ curriculum design capabilities through a case study from England. We examine how teachers, as co-researchers used the Curriculum Design Coherence (CDC) Model to gain insights into professional learning, as well as offering considerations in relation to the further development of the CDC Model itself. We explore the means of developing teachers’ relationship with knowledge and agency …
Refugee Education under International NGOs
What happens when a group of structurally powerless refugees exist within a nation-state's territory but outside its regulatory institutions? An empirical study of the education of Pakistani Christian refugees in Bangkok, Thailand, identifies an entrenched gap between the education provided by INGOs and Pakistani Christian refugee expectations of the academic education of their children. We generalise from the specific problem of the entrenched e…
Language, Globalisation, and National Identity
This paper uses a study of the withdrawal of English as a medium of instruction in Indonesian schools to examine the role of language in nation-building using the sociological concept of imaginary signification. The main reason for the withdrawal is located in the tension between two main imaginary significations of the nation’s identity. The government saw Indonesia in terms of its economic ambitions. Indonesia was to enter the global knowledge …
From ‘priceless’ to ‘priced’
This paper examines a shift in the value awarded to the disciplinary knowledge developed in universities. The instrumentalised function of this type of knowledge as it is ‘priced’ and sold in the global higher education marketplace is given a value greater than that given to its symbolic or ‘priceless’ function in contributing to society’s social meanings. This shift in value is the result of the intensive commodification of knowledge in the high…
Knowledge‐rich teaching
A theoretical model called ‘Curriculum Design Coherence’ (CDC) is described and justified. The model's purpose is to assist teachers in the compulsory and higher education sectors to design courses that can accommodate the complex and interdependent relationship between concepts and content and between knowledge and skills. Its intended usefulness as a curriculum design tool may also contribute to teachers’ pedagogical decision‐making. The model …
Culturally responsive pedagogy
This paper examines the justification for a culturally responsive educational initiative to raise the educational underachievement of Māori students in New Zealand. The initiative is justified by claims that the recognition in the classroom of a student’s cultural identity will lead to the student’s educational achievement. Using an account of a small study of teachers and their beliefs regarding New Zealand’s culturally responsive educational po…
Knowledge and politics
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
Knowledge and teaching
The paper addresses a major fissure in the sociology of knowledge with respect to the theories of knowledge which inform teaching and learning. Instructional teaching, or ‘teaching knowledge to the child’, is compared to facilitation teaching, the ‘teaching the child’ approach to show the extent to which their differences are the result of very different understandings of how knowledge is constituted. In turn, these understandings about knowledge…
A pedagogy of conceptual progression and the case for academic knowledge
The potential for academic knowledge to ‘interrupt’ inter‐generational reproduction in education is located in the structural contradictions that shape knowledge and democracy. Since the late 1990s research in the sociology of education, which theorises curriculum knowledge using the ideas of Durkheim, Vygotsky and Bernstein, suggests that academic knowledge, far from being the domain of conservative forces, contains the means by which the workin…
Using a realist research methodology in policy analysis
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…
Knowledge and the Future of the Curriculum
This collection explores why powerful knowledge matters for social justice and discusses its implications for curriculum and pedagogy. The contributors argue that the purpose of education is to provid
A critique of the role of culture in Maori education
Educational under-achievement by a section of the Maori population is a persistent problem for New Zealand. This article is a theoretical examination of the practice and consequences of a culture-based curriculum that is promoted as the solution. We develop the argument that not only is the ‘cultural solution’ at odds with the complex social reality in New Zealand, but it is itself a contributor to educational under-achievement
The Effect of Indigenous Politics on English Language Provision in New Zealand’s Māori Schools
An ambivalence characterising the provision of English language instruction in New Zealand's Māori schools is traced to the establishment of the schools in the recent period of biculturalism and retribalisation, and to the role of the schools in indigenous ideology. The article discusses the effects of the ambivalence on English language provision in the Māori schools. The discussion is located in the wider context of uncertainty surrounding the …
Knowledge and the politics of culture
This paper examines how, and with what effect, the policies and practices of the Maori Tertiary Education Framework enact the legislative requirement that New Zealand universities acknowledge the Treaty of Waitangi. The existence of these policies is explained in terms of elite emergence within the retribalizing context of New Zealand's cultural politics. A culturalist discourse justifies the bounded nature of the two socio-political entities - t…
The politics of knowledge in education
This article contributes to the growing social realist literature in the sociology of education. A world systems approach is used to explain the shift to the various forms of localisation, including the emphasis on experience in the curriculum, as a strategy of globalisation that contributes to the decline of universal class consciousness and progressive politics in the contemporary period. Limiting the curriculum to experiential knowledge limits…
Theoretical Claims and Empirical Evidence in Maori Education Discourse
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 …
Encircling the commons
This paper uses a neotribal capitalism approach to theorize the corporate Maori tribes' economic and political strategies in New Zealand. I trace the current convergence between neoliberalism and the corporate tribe to the alliances and networks established in the inclusive bicultural stage of the 1970s. These alliances were later institutionalized in the exclusive bicultural stage through brokerage processes which, in the brokerage function itse…
Discursive strategies of the Maori tribal elite
The Maori tribal elite are identified and their political and economic ambitions discussed with reference to recent strategic documents. Framing and supporting those ambitions is an indigenous discourse that has been crucial to the elite's success. Five discursive strategies are analysed: (1) constructing the indigenous collective as tribal Maori; (2) constructing indigeneity as 'the logic of the gift' in contrast to the '"Western" logic of the c…
Localising neoliberalism
The examination of indigenist interests in the New Zealand university is framed by a theoretical understanding of indigeneity as a strategy in regulating social organisation and resource management in neoliberal global capitalism. Three stages of the brokerage of indigenist interests are identified. These are: the production and representation of indigenous knowledge; the use of Treaty of Waitangi partnership and principles to connect the tribe a…
A sociology ‘of’ or a sociology ‘for’ education? The New Zealand experience of the dilemma
The sociology of education in New Zealand, as in other countries, is affected by the dilemma inherent to the discipline, namely: is it a sociology of education or a sociology for education? In this article I analyse three factors in which the dilemma is played out: 'cultural oppositionism' in the indigenous (kaupapa Maori) approach, critical policy research and the role of empirical research. I argue that a sociology for education is fundamentall…
Response to Dominic Boyer
Public Policy and Ethnicity
Has ethnicity become institutionalized as a political category? Drawing on international studies, including New Zealand, the book shows that this process of public policymaking creates artificial divi
The weight of inquiry
Considerable problems have arisen in New Zealand universities as a consequence of the conflict between the statutory role of the university as the ‘critic and conscience of society’ and the dominant intellectual orthodoxy of cultural essentialism. A number of examples are used to show the extent to which culturalist ideological conformity compromises the scientific and critical analysis of social phenomena, thereby limiting the university's abili…
Public Policy and Ethnicity
http://librarysearch.auckland.ac.nz/primo_library/libweb/action/display.do?fn=search&doc=uoa_voyager1682941&vid=UOA2_A
Rethinking biculturalism
Biculturalism is New Zealand's experience of the shift from class to identity politics and multiculturalism that has characterized a number of liberal democracies since the 1970s. Originally a progressive project committed to incorporating Maori culture into the nation's symbolic identity, biculturalism became the vehicle for separatist ethnic politics and a fundamentalist 'blood and soil' ideology under the control of an emergent neotribal elite…
Late capitalism and ethnic revivalism
A new settlement between global capitalism and non-democratic forms of political regulation is emerging from the contingency between the neotraditionalist ideologies of ethnic revival movements and the modes of regulation of late capitalism. The discussion of the emergence of Maori neotribal capitalism illustrates the ways in which a neotraditionalist ideology (such as ascribed leadership and the assumed restoration of communal social relations o…
Encircling the commons
This paper uses a neotribal capitalism approach to theorize the corporate Maori tribes' economic and political strategies in New Zealand. I trace the current convergence between neoliberalism and the corporate tribe to the alliances and networks established in the inclusive bicultural stage of the 1970s. These alliances were later institutionalized in the exclusive bicultural stage through brokerage processes which, in the brokerage function itse…
Discursive strategies of the Maori tribal elite
The Maori tribal elite are identified and their political and economic ambitions discussed with reference to recent strategic documents. Framing and supporting those ambitions is an indigenous discourse that has been crucial to the elite's success. Five discursive strategies are analysed: (1) constructing the indigenous collective as tribal Maori; (2) constructing indigeneity as 'the logic of the gift' in contrast to the '"Western" logic of the c…
Rethinking biculturalism
Biculturalism is New Zealand's experience of the shift from class to identity politics and multiculturalism that has characterized a number of liberal democracies since the 1970s. Originally a progressive project committed to incorporating Maori culture into the nation's symbolic identity, biculturalism became the vehicle for separatist ethnic politics and a fundamentalist 'blood and soil' ideology under the control of an emergent neotribal elite…
A pedagogy of conceptual progression and the case for academic knowledge
The potential for academic knowledge to ‘interrupt’ inter‐generational reproduction in education is located in the structural contradictions that shape knowledge and democracy. Since the late 1990s research in the sociology of education, which theorises curriculum knowledge using the ideas of Durkheim, Vygotsky and Bernstein, suggests that academic knowledge, far from being the domain of conservative forces, contains the means by which the workin…
From ‘priceless’ to ‘priced’
This paper examines a shift in the value awarded to the disciplinary knowledge developed in universities. The instrumentalised function of this type of knowledge as it is ‘priced’ and sold in the global higher education marketplace is given a value greater than that given to its symbolic or ‘priceless’ function in contributing to society’s social meanings. This shift in value is the result of the intensive commodification of knowledge in the high…
The politics of knowledge in education
This article contributes to the growing social realist literature in the sociology of education. A world systems approach is used to explain the shift to the various forms of localisation, including the emphasis on experience in the curriculum, as a strategy of globalisation that contributes to the decline of universal class consciousness and progressive politics in the contemporary period. Limiting the curriculum to experiential knowledge limits…
Theoretical Claims and Empirical Evidence in Maori Education Discourse
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 …
Localising neoliberalism
The examination of indigenist interests in the New Zealand university is framed by a theoretical understanding of indigeneity as a strategy in regulating social organisation and resource management in neoliberal global capitalism. Three stages of the brokerage of indigenist interests are identified. These are: the production and representation of indigenous knowledge; the use of Treaty of Waitangi partnership and principles to connect the tribe a…
Language, Globalisation, and National Identity
This paper uses a study of the withdrawal of English as a medium of instruction in Indonesian schools to examine the role of language in nation-building using the sociological concept of imaginary signification. The main reason for the withdrawal is located in the tension between two main imaginary significations of the nation’s identity. The government saw Indonesia in terms of its economic ambitions. Indonesia was to enter the global knowledge …
Using a realist research methodology in policy analysis
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…
Neotribal Capitalism and Public Policy
This article provides an overview of the theory of neotribal capitalism, examining neotraditionalist ideology and its influence on New Zealand public policy. The practice of making far-reaching changes at the policy level means that deeper issues of political philosophy are often ignored. The tendency for policy change based upon an uncritiqued neotraditionalist ideology has implications for New Zealand’s constitutional development, local governm…
Knowledge and the politics of culture
This paper examines how, and with what effect, the policies and practices of the Maori Tertiary Education Framework enact the legislative requirement that New Zealand universities acknowledge the Treaty of Waitangi. The existence of these policies is explained in terms of elite emergence within the retribalizing context of New Zealand's cultural politics. A culturalist discourse justifies the bounded nature of the two socio-political entities - t…
Response to Dominic Boyer
The weight of inquiry
Considerable problems have arisen in New Zealand universities as a consequence of the conflict between the statutory role of the university as the ‘critic and conscience of society’ and the dominant intellectual orthodoxy of cultural essentialism. A number of examples are used to show the extent to which culturalist ideological conformity compromises the scientific and critical analysis of social phenomena, thereby limiting the university's abili…
Knowledge‐rich teaching
A theoretical model called ‘Curriculum Design Coherence’ (CDC) is described and justified. The model's purpose is to assist teachers in the compulsory and higher education sectors to design courses that can accommodate the complex and interdependent relationship between concepts and content and between knowledge and skills. Its intended usefulness as a curriculum design tool may also contribute to teachers’ pedagogical decision‐making. The model …
The Effect of Indigenous Politics on English Language Provision in New Zealand’s Māori Schools
An ambivalence characterising the provision of English language instruction in New Zealand's Māori schools is traced to the establishment of the schools in the recent period of biculturalism and retribalisation, and to the role of the schools in indigenous ideology. The article discusses the effects of the ambivalence on English language provision in the Māori schools. The discussion is located in the wider context of uncertainty surrounding the …
A sociology ‘of’ or a sociology ‘for’ education? The New Zealand experience of the dilemma
The sociology of education in New Zealand, as in other countries, is affected by the dilemma inherent to the discipline, namely: is it a sociology of education or a sociology for education? In this article I analyse three factors in which the dilemma is played out: 'cultural oppositionism' in the indigenous (kaupapa Maori) approach, critical policy research and the role of empirical research. I argue that a sociology for education is fundamentall…
Culturally responsive pedagogy
This paper examines the justification for a culturally responsive educational initiative to raise the educational underachievement of Māori students in New Zealand. The initiative is justified by claims that the recognition in the classroom of a student’s cultural identity will lead to the student’s educational achievement. Using an account of a small study of teachers and their beliefs regarding New Zealand’s culturally responsive educational po…
Knowledge and teaching
The paper addresses a major fissure in the sociology of knowledge with respect to the theories of knowledge which inform teaching and learning. Instructional teaching, or ‘teaching knowledge to the child’, is compared to facilitation teaching, the ‘teaching the child’ approach to show the extent to which their differences are the result of very different understandings of how knowledge is constituted. In turn, these understandings about knowledge…
Late capitalism and ethnic revivalism
A new settlement between global capitalism and non-democratic forms of political regulation is emerging from the contingency between the neotraditionalist ideologies of ethnic revival movements and the modes of regulation of late capitalism. The discussion of the emergence of Maori neotribal capitalism illustrates the ways in which a neotraditionalist ideology (such as ascribed leadership and the assumed restoration of communal social relations o…
Neotribal Capitalism and Public Policy
This article provides an overview of the theory of neotribal capitalism, examining neotraditionalist ideology and its influence on New Zealand public policy. The practice of making far-reaching changes at the policy level means that deeper issues of political philosophy are often ignored. The tendency for policy change based upon an uncritiqued neotraditionalist ideology has implications for New Zealand’s constitutional development, local governm…
Rethinking biculturalism
Biculturalism is New Zealand's experience of the shift from class to identity politics and multiculturalism that has characterized a number of liberal democracies since the 1970s. Originally a progressive project committed to incorporating Maori culture into the nation's symbolic identity, biculturalism became the vehicle for separatist ethnic politics and a fundamentalist 'blood and soil' ideology under the control of an emergent neotribal elite…
Public Policy and Ethnicity
http://librarysearch.auckland.ac.nz/primo_library/libweb/action/display.do?fn=search&doc=uoa_voyager1682941&vid=UOA2_A
Public Policy and Ethnicity
Has ethnicity become institutionalized as a political category? Drawing on international studies, including New Zealand, the book shows that this process of public policymaking creates artificial divi
The weight of inquiry
Considerable problems have arisen in New Zealand universities as a consequence of the conflict between the statutory role of the university as the ‘critic and conscience of society’ and the dominant intellectual orthodoxy of cultural essentialism. A number of examples are used to show the extent to which culturalist ideological conformity compromises the scientific and critical analysis of social phenomena, thereby limiting the university's abili…
Localising neoliberalism
The examination of indigenist interests in the New Zealand university is framed by a theoretical understanding of indigeneity as a strategy in regulating social organisation and resource management in neoliberal global capitalism. Three stages of the brokerage of indigenist interests are identified. These are: the production and representation of indigenous knowledge; the use of Treaty of Waitangi partnership and principles to connect the tribe a…
A sociology ‘of’ or a sociology ‘for’ education? The New Zealand experience of the dilemma
The sociology of education in New Zealand, as in other countries, is affected by the dilemma inherent to the discipline, namely: is it a sociology of education or a sociology for education? In this article I analyse three factors in which the dilemma is played out: 'cultural oppositionism' in the indigenous (kaupapa Maori) approach, critical policy research and the role of empirical research. I argue that a sociology for education is fundamentall…
Response to Dominic Boyer
Theoretical Claims and Empirical Evidence in Maori Education Discourse
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 …
Encircling the commons
This paper uses a neotribal capitalism approach to theorize the corporate Maori tribes' economic and political strategies in New Zealand. I trace the current convergence between neoliberalism and the corporate tribe to the alliances and networks established in the inclusive bicultural stage of the 1970s. These alliances were later institutionalized in the exclusive bicultural stage through brokerage processes which, in the brokerage function itse…
Discursive strategies of the Maori tribal elite
The Maori tribal elite are identified and their political and economic ambitions discussed with reference to recent strategic documents. Framing and supporting those ambitions is an indigenous discourse that has been crucial to the elite's success. Five discursive strategies are analysed: (1) constructing the indigenous collective as tribal Maori; (2) constructing indigeneity as 'the logic of the gift' in contrast to the '"Western" logic of the c…
The politics of knowledge in education
This article contributes to the growing social realist literature in the sociology of education. A world systems approach is used to explain the shift to the various forms of localisation, including the emphasis on experience in the curriculum, as a strategy of globalisation that contributes to the decline of universal class consciousness and progressive politics in the contemporary period. Limiting the curriculum to experiential knowledge limits…
The Effect of Indigenous Politics on English Language Provision in New Zealand’s Māori Schools
An ambivalence characterising the provision of English language instruction in New Zealand's Māori schools is traced to the establishment of the schools in the recent period of biculturalism and retribalisation, and to the role of the schools in indigenous ideology. The article discusses the effects of the ambivalence on English language provision in the Māori schools. The discussion is located in the wider context of uncertainty surrounding the …
Knowledge and the politics of culture
This paper examines how, and with what effect, the policies and practices of the Maori Tertiary Education Framework enact the legislative requirement that New Zealand universities acknowledge the Treaty of Waitangi. The existence of these policies is explained in terms of elite emergence within the retribalizing context of New Zealand's cultural politics. A culturalist discourse justifies the bounded nature of the two socio-political entities - t…
Knowledge and the Future of the Curriculum
This collection explores why powerful knowledge matters for social justice and discusses its implications for curriculum and pedagogy. The contributors argue that the purpose of education is to provid
A critique of the role of culture in Maori education
Educational under-achievement by a section of the Maori population is a persistent problem for New Zealand. This article is a theoretical examination of the practice and consequences of a culture-based curriculum that is promoted as the solution. We develop the argument that not only is the ‘cultural solution’ at odds with the complex social reality in New Zealand, but it is itself a contributor to educational under-achievement
A pedagogy of conceptual progression and the case for academic knowledge
The potential for academic knowledge to ‘interrupt’ inter‐generational reproduction in education is located in the structural contradictions that shape knowledge and democracy. Since the late 1990s research in the sociology of education, which theorises curriculum knowledge using the ideas of Durkheim, Vygotsky and Bernstein, suggests that academic knowledge, far from being the domain of conservative forces, contains the means by which the workin…
Using a realist research methodology in policy analysis
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…
Knowledge and teaching
The paper addresses a major fissure in the sociology of knowledge with respect to the theories of knowledge which inform teaching and learning. Instructional teaching, or ‘teaching knowledge to the child’, is compared to facilitation teaching, the ‘teaching the child’ approach to show the extent to which their differences are the result of very different understandings of how knowledge is constituted. In turn, these understandings about knowledge…
Culturally responsive pedagogy
This paper examines the justification for a culturally responsive educational initiative to raise the educational underachievement of Māori students in New Zealand. The initiative is justified by claims that the recognition in the classroom of a student’s cultural identity will lead to the student’s educational achievement. Using an account of a small study of teachers and their beliefs regarding New Zealand’s culturally responsive educational po…
Knowledge and politics
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
From ‘priceless’ to ‘priced’
This paper examines a shift in the value awarded to the disciplinary knowledge developed in universities. The instrumentalised function of this type of knowledge as it is ‘priced’ and sold in the global higher education marketplace is given a value greater than that given to its symbolic or ‘priceless’ function in contributing to society’s social meanings. This shift in value is the result of the intensive commodification of knowledge in the high…
Knowledge‐rich teaching
A theoretical model called ‘Curriculum Design Coherence’ (CDC) is described and justified. The model's purpose is to assist teachers in the compulsory and higher education sectors to design courses that can accommodate the complex and interdependent relationship between concepts and content and between knowledge and skills. Its intended usefulness as a curriculum design tool may also contribute to teachers’ pedagogical decision‐making. The model …
Language, Globalisation, and National Identity
This paper uses a study of the withdrawal of English as a medium of instruction in Indonesian schools to examine the role of language in nation-building using the sociological concept of imaginary signification. The main reason for the withdrawal is located in the tension between two main imaginary significations of the nation’s identity. The government saw Indonesia in terms of its economic ambitions. Indonesia was to enter the global knowledge …
Sociology (25 obras) · Political science (17 obras) · Law (16 obras) · Law (14 obras) · Politics (14 obras) · Pedagogy (13 obras) · Social science (13 obras) · Educational Theory and Curriculum Studies (11 obras) · Global Educational Policies and Reforms (11 obras) · Epistemology (9 obras)