So What’s Power Got to do with it?

Source abstract

As a non-indigneous person working with a Mӓori school community to develop a mathematics curriculum, issues of power and control were never far from my mind. Using ideas from Michel Foucault, in this chapter I reflect upon some of the interactions that occurred between myself and members of the school community. In particular I document how the process of determining what knowledge was accepted as valuable was shared between us even in situations where it appeared that I controlled the interactions. I conclude with possible implications for non-indigenous educators working with indigenous communities.