The Global Legacy
Edited By Michael Adrian Peters and Tina Besley
Chapter Five: Freeing Ourselves: An Indigenous Response to Neo colonial Dominance in Research, Classrooms, Schools, and Education Systems
Freeing Ourselves: An Indigenous Response to Neo colonial Dominance in Research, Classrooms, Schools, and Education Systems
This then is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well. The oppressors, who oppress, exploit and rape by virtue of their power, cannot find in this power the strength to liberate either the oppressed or themselves. Only power that springs from the weakness of the oppressed will be sufficiently strong to free both.
(FREIRE, 1972, p. 21)
This chapter draws from the book Freeing Ourselves, published in 2011 by Sense Publishers, which draws together many previously published articles and book chapters that I have produced during the past 20 years of work in the field of indigenous education. This journey over time has led me from researching the impact of colonisation on my mother’s Māori family to an appreciation of just what research in Māori contexts involves. The lessons learnt here also appealed to me, as an ex–secondary school teacher, as being a means by which we could re-theorise the marginalisation of Māori students in mainstream classrooms. From this understanding we could develop a means whereby educators could reposition themselves discursively and create caring and learning relationships within mainstream classrooms that would see Māori students benefiting from their participation in education. From these theoretical beginnings grew a large-scale ← 93 | 94 → classroom-based project...
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