Discuss how Māori theory and Kaupapa critical theory are similar and yet differ from deficit theory. Use examples and references to support your claims. Remember that your examples must relate to an educational setting. Over many eons, the roots of Māori kaupapa theory have grown in Aotearoa as 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 beyond these thousands of kilometers and years, they have surprising similarities (Pihama, 2001). Nevertheless: the Māori theory of kaupapa is defined by Māori for Māori (Pihama, 2001). With a similar process, but not in a Māori context, critical thinking analytically questions what is normally recognized as the indisputable truth and evaluates it before reconstructing it (Elder, 2007). A key aspect of the relevance of critical theory and kaupapa Māori theory to education is the importance of teachers creating positive learning environments (Ministry of Education, 2010). In contrast, an example as set out in the Te Kotahitanga report is deficit theory, where mainstream teachers blame the lack of academic success of Māori on the students themselves, their families or their cultural background (Ministry of Education, 2010). The consequence of this deficit theory is the probable failure of students in the school system. In this essay we will discuss deficit theory and why education needs to look to the more positive models of Kaupapa Māori theory and critical theory, with their similarities and successes. As prevention is better than cure, especially since the cure is... .. middle of paper ...... parents resorted to awareness raising, when they did not conform to the status quo from English-medium schools, transferring their children, whanau, support and allegiance to Māori-medium schools. Unfortunately, this is due to a deficit theory, as Māori are under-represented in educational achievement, with teachers feeling there is little they can do to bring about change. Fortunately, for the larger percentage 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 contexts of learning that will provide students with the tools that are essential for the future, the tools for creative citizenship and critical thinking in a culturally inclusive environment that will benefit all students.