This review of research literature written from 1971 to 1979 on Maori education integrates and highlights findings in the following areas: historical studies, language studies, scholastic achievement studies, methodological issues, and general issues. Historical studies suggest that there is no comprehensive social history of the relationships between Maori, Pakeha (a Maori term for those of non-Maori ancestry), and the educational system. Although data from a socio-linguistic census of Maori households indicate a need for bilingual education, there are numerous policy implications involved in implementing bilingual education programmes. Academically, Maori students do not perform as well in school as their Pakeha peers. Although this can be attributed to a great extent to environmental variables, cultural difference is an independent causal factor in the lower achievement of Maori children. Differences in educational achievement result from the different value systems of the various ethnic groups and the extent to which those systems motivate success in a school environment. If New Zealand society is to be multicultural and accord all cultures equal status, it must accept some academic differences between ethnic groups. However, a multicultural education system must employ various knowledge codes by using culturally appropriate pedagogical methods and must have a variety of options for evaluation. A bibliography of all of the research papers described is included. (CM)