ERIC Number: EJ1021841
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 43
Eighty Years of Growing Up kapo (blind) Maori: What Can We Learn about Inclusive Education in New Zealand?
Higgins, Nancy; Phillips, Hazel; Cowan, Christine
International Journal of Inclusive Education, v17 n8 p812-826 2013
This paper presents some of the results from a 2-year, qualitative study entitled "Growing up kapo Maori: Identity, whanau, and cultural well being." It explores the educational experiences of 10 Maori (indigenous people of Aotearoa, New Zealand), who are kapo (blind/vision impaired) of various ages up to the age of 80, and their whanau (family). In this research, four common themes emerged, including (1) visibility and invisibility, (2) cultural location and dislocation, (3) cultural consonance and dissonance, and (4) transformation and change. These themes are discussed in this paper in relation to the participants' educational experiences. Overall, schools had difficulty providing both culturally appropriate education and educational support for the participants' vision impairment. Inclusive education options for kapo Maori tamariki/rangatahi and their whanau were limited. However, the participants articulated aspirations for education in their own communities, with their whanau that would value them as Maori who happen to also be kapo. In order to realise these aspirations, the participants and their whanau moved not only between educational settings but also towns.
Descriptors: Foreign Countries, Qualitative Research, Blindness, Visual Impairments, Educational Experience, Culturally Relevant Education, Inclusion, Indigenous Populations, Student Diversity, Cooperation, Competition, Personal Narratives, Case Studies, Interviews, Special Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand