2016/05/08 by Megan Lourie, Elizabeth Rata · 1 citation
Social Sciences · #Educational Theory and Curriculum Studies #Educator Training and Historical Pedagogy #Global Educational Policies and Reforms
paper · doi:10.1080/00131857.2016.1167655
openalex publication_date 2016/05/08 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30
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 deeper ideological forces underpinning bicultural politics in New Zealand. The paper makes two contributions to the literature. It demonstrates how a realist methodology can link theory and data, specifically in the discussion of the methodological device. It also generalises the findings in terms of how ideologies of ‘culture’ (i.e ‘culturalism’) inform the inclusion of culture in education in New Zealand and internationally.