Nothing Outside of the Text in Aotearoa New Zealand
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Authors
Stewart, Georgina Tuari
Devine, Nesta
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Informa UK Limited
Abstract
One of the longer-term effects of poststructuralism and its principles, in particular deconstruction, has been to direct fresh attention to reading as an ethical practice. A re-focus on the ethical responsibility of the reader is part of a large, historic process of moving beyond ‘structuralism’–a name for the formerly-dominant paradigm of the academic disciplines, which embedded false ideas based on sexism, racism, and scientism in the heart of philosophical theory. We will consider how ethics applies to reading in our local milieu; a nation founded on a bilateral relationship between British settlers and iwi Māori, which was inscribed in 1840 in a national treaty, the Treaty of Waitangi/Te Tiriti o Waitangi. We read everything we see around us as part of a system of meanings determined by local histories and cultures. What does it mean to be ‘read’ as a Māori, a Pacific, or a Pākehā/White person in the local educational contexts of university and school, and what are the implications of different (cultural) forms of reading in a complex community?.
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Keywords
3902 Education Policy, Sociology and Philosophy, 3903 Education Systems, 3904 Specialist Studies In Education, 39 Education, Behavioral and Social Science, 1303 Specialist Studies in Education, 1608 Sociology, Education, Deconstruction, ethics of reading, Māori, poststructuralism
Source
International Journal of Qualitative Studies in Education, ISSN: 0951-8398 (Print); 1366-5898 (Online), Informa UK Limited, ahead-of-print(ahead-of-print), 1-9. doi: 10.1080/09518398.2024.2342695
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This is the Author's Accepted Manuscript of a article published in the International Journal of Qualitative Studies in Education © 2024 Informa UK limited, trading as Taylor & Francis Group. The final, published version is available at (see Publisher's version).