Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-24T01:48:26.340Z Has data issue: false hasContentIssue false
  • English
  • Français

Being, Flow and Knowledge in Māori Arts Education: Assessing Indigenous Creativity

Published online by Cambridge University Press:  02 June 2015

Rawiri Hindle ,
Anne S. Hynds ,
Hazel Phillips  and
Lesley Rameka
Rawiri Hindle*
Affiliation:
Faculty of Education, The University of Auckland, Auckland, New Zealand
Anne S. Hynds
Affiliation:
Faculty of Education, The University of Auckland, Auckland, New Zealand
Hazel Phillips
Affiliation:
Faculty of Education, Victoria University of Wellington, Wellington, New Zealand
Lesley Rameka
Affiliation:
Faculty of Education, Victoria University of Wellington, Wellington, New Zealand
*
Address for correspondence: Rawiri Hindle, Faculty of Education, The University of Auckland, Private Bag 92601, Symonds Street, Auckland 1150New Zealand. Email: [email protected]
Get access

Abstract

This article reflects on issues of Indigenous creativity in Māori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/Māori epistemologies, pedagogies and ontologies, and the contradictions and tensions that threaten these through global assessment drives within schools. We argue that current student assessment regimes are being increasingly influenced by international neoliberal agendas, which focus on universal, measurable outcomes. By critically exploring the assessment of creativity in the arts from a Māori perspective, we reflect on several contradictions and tensions in current assessment drives within schools. In particular, the intangible dimensions of being and flow and their connection to creativity are examined, and we conclude with recommendations for further work in this area.

Keywords

assessing artscreativityIndigenousMāoribeingneoliberalism
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 44 , Issue 1 , August 2015 , pp. 85 - 93
Check for updates
Copyright
Copyright © The Author(s) 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amrein, A.L., & Berliner, D.C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10 (18), 1–70.CrossRefGoogle Scholar
Basom, M.R., & Frase, l. (2004). Creating optimal work environments: Exploring teacher flow experiences. Mentoring and Tutoring, 12, 241–258.CrossRefGoogle Scholar
Blackmore, J. (2000). Globalization: A useful concept for feminists rethinking theory and strategies in education? In Burbules, N.C. & Torres, C.A. (Eds.), Globalization and education: Critical perspectives (pp. 133–135). New York: Routledge.Google Scholar
Brayboy, B.M.J., & Castagno, A.E. (2009). Self-determination through self-education: Culturally responsive schooling for Indigenous students in the USA. Teaching Education, 20, 31–53.CrossRefGoogle Scholar
Csikszentmihalyi, M., & Robinson, R. (1990). The art of seeing: An introduction of the aesthetic encounter. Los Angeles: The J. Paul Getty Museum.Google Scholar
Freire, P. (Trans. Ramos, M.B.). (1996). Pedagogy of the oppressed. London: Penguin.Google Scholar
Gegeo, D.W., & Watson-Gegeo, K.A. (2002). Whose knowledge? Epistemological collisions in Solomon Islands community development. The Contemporary Pacific, 14, 377–409.CrossRefGoogle Scholar
Gregory, E., & Williams, A. (2000). City literacies: Learning to read across generations and cultures. London: Routledge.Google Scholar
Hindle, R. (2010). The importance of being in arts education (Unpublished MEd thesis). Victoria University of Wellington, New Zealand.Google Scholar
Hemara, W. (2000). Māori pedagogies: A view from the literature. Wellington, New Zealand: NZCER.Google Scholar
Hynds, A. (2007, September). ‘Opening the can of worms’: Interrogating resistance to change within culturally diverse communities. Paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh.Google Scholar
Hynds, A., Meyer, L., Penetito, W., Averill, R., Hindle, R., Taiwhati, M., & Hodis, with Faircloth, S. (2014). Evaluation of He Kākano professional development for leaders in secondary schools: Final report. Wellington, New Zealand: Ministry of Education.Google Scholar
Ikeda, D. (2003). Unlocking the mysteries of birth and death and everything in between. Santa Monica, CA: Middleway Press.Google Scholar
Jaworski, J. (1998). Synchronicity: The inner path of leadership. San Francisco, CA: Berrett-Koehler.Google Scholar
Ka’ai-Mahuta, R. (2011). The impact of colonisation on te reo Māori: A critical review of the State Education System. Te Kaharoa, 4, 195–225.Google Scholar
Kāretu, T. (1993). Haka: The dance of a noble people. Auckland, New Zealand: Reed Books.Google Scholar
Kesson, K.R., & Henderson, G. (2010). Reconceptualizing professional development for curriculum leadership. Educational Philosophy and Theory, 42, 213–229.CrossRefGoogle Scholar
Luke, A. (2009). On Indigenous education. Teaching Education, 20, 1–5.CrossRefGoogle Scholar
Ministry of Education. (2000). Ngā Toi i roto i te marautanga and Aotearoa. Wellington, New Zealand: Te Pou Taki Kōrero Whanganui ā Tara.Google Scholar
Ministry of Education. (2006). Ngā Haeata Matauranga: Annual report on Māori education. Wellington, New Zealand: Author.Google Scholar
Ministry of Education. (2007). Te Marautanga o Aotearoa. Wellington, New Zealand: Learning Media.Google Scholar
Ministry of Education. (2011). Rukukia, Raragahia, Aromatawai Draft. Wellington, New Zealand: Author.Google Scholar
Murphy Augustine, S., & Zoss, M. (2006). Aesthetic flow experience in the teaching of preservice language arts teachers. English Education, 39, 72–95.Google Scholar
Newman, F., & Holzman, L. (1997). The end of knowing: A new developmental way of learning. London: Routledge.Google Scholar
Olssen, M., & Peters, M.A. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of Education Policy, 20, 313–345.CrossRefGoogle Scholar
Penetito, W. (2009). Place-based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18, 5–29.Google Scholar
Penetito, W. (2010). What's Māori about Māori education? The struggle for a meaningful context. Wellington, New Zealand: Victoria University Press.Google Scholar
Royal, T.A.C. (1998). Te whare tapere: Towards a model for Māori art. Wellington: Victoria University of Wellington.Google Scholar
Royal, T.A.C. (2003). The woven universe: Selected writings of Rev. Māori Marsden. Otaki, New Zealand: Estate of Rev. Māori Marsden.Google Scholar
Shernoff, D.J., & Csikszentmihalyi, M. (2008). Flow in schools: Cultivating engaged learners and optimal learning environments. Retrieved June 29, 2014 from http://www.cedu.niu.edu/~shernoff/shernofffsc.pdfGoogle Scholar
Sleeter, C.E. (2012). Confronting the marginalisation of culturally responsive pedagogy. Urban Education, 47, 562–584.CrossRefGoogle Scholar
Timperley, H., Wilson, A., Barrar, H., & Fung, J. (2007). Teacher professional learning and development: Best Evidence Synthesis (BES). Wellington, New Zealand: Ministry of Education.Google Scholar
van Dijk, B. (2007). Practical exercises for devisers Retrieved from www.theater-tools.com.Google Scholar
van Dijk, B. (2012). Devised theatre: A practical guide to the devising process (2nd ed.). Wellington: TOIORA Ltd.Google Scholar
Yihong, F. (2002, March). Learning from elsewhere: Portrayal of holistic educators in Ecuador and Vietnam. Paper presented at the Annual Meeting of the Comparative and International Education Society, Orlando, FL.Google Scholar