Discuss how Kaupapa Māori theory and critical theory are similar to each other and yet differ from deficit theory. Use examples and references to support your claims. Remember that your examples should be in an educational context. For many eons the roots of kaupapa Māori theory have grown in Aotearoa by virtue of being Māori ideology: a philosophical doctrine, incorporating the knowledge, skills, attitudes and values ​​of Māori society; while critical theory was developed in the “Frankfurt School” in Europe, in the 1930s. But apart from those thousands of miles and years, they have striking similarities to each other (Pihama, 2001). However: kaupapa Māori theory is defined by Māori for Māori (Pihama, 2001). In a similar process, but not in a Māori context, critical thinking analytically questions what is normally recognized as indisputable truth and evaluates it before reconstructing it (Elder, 2007). A vital aspect in the educational relevance of critical theory and kaupapa Māori theory is the importance of teachers creating positive learning environments (Ministry of Education, 2010). In contrast to this, an example as defined in the Te Kotahitanga report, is the deficit theory, whereby mainstream teachers attribute lack of Māori educational achievement to the students themselves, or their families or cultural background (Ministry of Education, 2010). The consequence of this deficit theory is the probable failure of pupils in the school system. In this essay deficit theory will be discussed and why education needs to look to the more positive models of kaupapa Māori theory and critical theory with their similarities and successes. Because prevention is better than cure, especially because the cure com.... .. middle of paper ...... parents used conscientization, when they did not respect the status quo of English medium schools, by transferring their children , their whanau, their support and their loyalty in Māori secondary schools. Tragically, this has happened because of deficit theory, as Māori have been underrepresented in educational success, with teachers believing there is little they can do to bring about change. Fortunately, for the larger proportion of Māori children who still remain in English medium schools, with professional development models such as Te Kotahitanga and Ka hikatia, with their Māori education strategy initiatives, educators can create learning contexts that will provide students with those tools that are vital for the future, tools for creatively thinking and critically reflective citizens in a culturally inclusive environment that will benefit all pupils.