Exploring Treaty/Tiriti based practice discourses in research: Are there implications for teaching?

Abstract

Treaty/Tiriti education in New Zealand has long operated from a Friereian basis. Some findngs from a recently concluded research project invite the question: How can post-structuralist understandings of discourse and positioning enhance a Friereian pedagogy? The research referred to in this paper was inspired by overlapping interests: continuing to develop my contibution as a Pakeha to a partnership based Treaty education pedagogy; seeking to explore and collate experienced practitioner knowledges as a resource for social work and counselling students; and learning more about social constructionist theories and practices. Participants reported some significant enhancements to their practice as a result of reflections on their discursive positioning through the research process. Can reflection on thier experience of changed positioning bring enhancements to social practitioner Treaty Education.