254.

304 Critical Theories of Education

A1: Short answer

Anika O’Connell-Temple

20023303

7 August 2023

Critical Theory in Education: Unravelling Facets of Social Inequality

In this essay, we will apply the definition of Critical Theory developed by Horkheimer
(1968) to explore a specific aspect of education in Aotearoa New Zealand, namely, the
perpetuation of social inequalities within the system. By examining the existing power structures,
ideologies, and social norms, we will critically analyse how education in New Zealand
contributes to and reinforces disparities among its diverse population. Through this lens, we seek
to understand how Critical Theory provides a framework to critique and address these
inequalities.

According to Horkheimer, Critical Theory can be understood as a philosophical approach

that seeks to uncover and challenge the underlying power structures and social inequalities
within a given society. It critiques the dominant ideologies and normative assumptions that
perpetuate and reinforce unjust hierarchies. Critical Theory aims to empower individuals to
become conscious of their social conditions and engage in transformative actions to effect
positive change.

Critical Theory enables us to question the unequal distribution of educational resources

and opportunities across different communities in New Zealand. The system favours urban areas
disproportionately, putting students from rural or low-income areas at a disadvantage. Students in
remote areas are frequently given limited access to high-quality education, well-trained teachers,
and cutting-edge learning facilities, widening the educational divide between urban and rural
communities (Nash, 2003). Critical Theory emphasises the importance of addressing systemic
biases and advocating for equitable resource allocation to ensure that every child has an equal
opportunity to succeed.
 The New Zealand curriculum predominantly reflects Western perspectives and histories,
sidelining indigenous Māori culture and knowledge. This perpetuates cultural hegemony, where
the worldview of the dominant culture is favoured over that of marginalized groups. Critical
Theory emphasizes the importance of recognizing and integrating indigenous perspectives into
the curriculum to foster cultural pride and a sense of belonging among Māori students. By
challenging the existing curriculum's Eurocentric biases, Critical Theory can help create a more
inclusive and culturally diverse educational experience.

The education system inadvertently contributes to the reproduction of social inequalities.

Students from socio-economically disadvantaged backgrounds often receive subpar education
due to limited resources, hindering their social mobility. Critical Theory highlights the influence
of capitalism on education, where wealthier neighbourhoods benefit from better-funded schools,
while economically deprived areas struggle to break free from the cycle of poverty. By critically
examining the systemic factors perpetuating social inequalities, educators and policymakers can
work towards dismantling these barriers and promoting a more equitable educational landscape.

Critical Theory urges us to question pedagogical methods that discourage critical thinking
and discourage students from challenging authority. In New Zealand, an education system that
prioritizes rote memorization over critical inquiry may hinder the development of analytical and
independent thinking skills. This epistemic oppression restricts students' ability to challenge
dominant narratives and fosters a passive acceptance of the status quo. Embracing Critical
Theory in education encourages the cultivation of critical thinking skills, empowering students to
become active agents in reshaping their communities and society.

In conclusion, Critical Theory provides a valuable lens through which to analyse and
critique educational inequities in Aotearoa New Zealand. Critical Theory exposes the systemic
issues that perpetuate social inequalities within the education system by challenging dominant
power structures, ideologies, and norms. By making conscious efforts to address these
disparities, we can create an education system that allows all students—regardless of background
—to thrive and contribute positively to society. As we continue to explore and embrace the
insights offered by Critical Theory, we get closer to realising a more equitable and inclusive
educational landscape in Aotearoa New Zealand.
References:

Horkheimer, M. (1968). Traditional and Critical Theory. In P. Connerton (Ed.), Critical

Sociology: Selected Readings (pp. 188-243). Harmondsworth: Penguin.

Nash, R. (2003). Inequality/difference in New Zealand education: Social reproduction and the
cognitive habitus. International Studies in Sociology of Education, 13(2), 171–194.
https://doi.org/10.1080/09620210300200109