Difference and Diversity as a Resource for Learning

Napan, Ksenija; Connor, Helene

doi:10.18848/2327-0020/cgp/v13i03/40103

Cited by 6 publications

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“…The principles of ako permeated the spirituality and social practice course taught in the Master of Social Practice transdisciplinary program offered at Unitec from 2004 to 2016. The program was envisaged to transcend disciplinary boundaries and provide a space for advanced practitioners to engage with novel ideas and creative ways of carrying out social practice (Napan, 2013; Napan & Connor, 2014).…”

Section: The Importance Of Cultural Space—te Noho Kotahitanga Marae Cmentioning

confidence: 99%

“…In this sense, it is a unique document for a country that has been colonized. The political system that has emerged over the last 30 plus years formally recognizes Māori and tauiwi (non- Māori New Zealanders) as distinct but equal partners who share guardianship of many of Aotearoa /New Zealand’s resources and contribute equally to its national identity and culture (Napan & Connor, 2014, p. 80).…”

Section: Introducing the Authors And Their Contextsmentioning

confidence: 99%

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Cultural Pedagogy and Transformative Learning: Reflections on Teaching in a Māori Environment in Aotearoa/New Zealand

Napan

Connor

Toki

2019

Journal of Transformative Education

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This article explores a synergy of inquiry-based learning and a cultural pedagogy within a Māori environment, the marae (communal meeting place) while using Academic Co-Creative Inquiry (ACCI), an innovative approach to teaching and learning which enables teachers and students to cocreate the content and the process of the course through personalized inquiries. Three areas form the focus of this article: an exploration of cultural pedagogy within a marae space, an ACCI process, and the culturally responsive Māori pedagogy of ako (teaching and learning). These three areas created a context for transformative learning. Authors reflect on how three academic women, two Māori and one Pākehā (person of European descent) each explored how the physical space of Ngākau Māhaki (name of the carved meeting house, meaning respectful heart) at Te Noho Kotahitanga Marae (name of the marae complex) contributed to transformative teaching and learning processes.

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Section: The Importance Of Cultural Space—te Noho Kotahitanga Marae Cmentioning

confidence: 99%

Section: Introducing the Authors And Their Contextsmentioning

confidence: 99%

Cultural Pedagogy and Transformative Learning: Reflections on Teaching in a Māori Environment in Aotearoa/New Zealand

Napan

Connor

Toki

2019

Journal of Transformative Education

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“…The pepeha is not only an important device for introductions; it also creates an opportunity for students to learn about one another and their varied cultural contexts and thus creates cultural awareness and respectfulness of difference and diversity (Napan & Connor, ). It is one important way in which students’ own life experiences and narratives of self are privileged in the diploma program.…”

Section: Background: Bicultural Pedagogymentioning

confidence: 99%

Couples Work in Cultural Context: Te Ao Māori and Poststucturalist Practices Informing Counselor Training in Aotearoa New Zealand

2016

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This article outlines key themes that appear in the teaching of poststructuralist ideas and practices for couples counseling within the Postgraduate Diploma in Counseling Program at Unitec Institute of Technology in Auckland, New Zealand, and it explores the congruence of this pedagogical approach with Māori (indigenous) understandings of relationality, collaboration, and partnership. The diploma program's curriculum includes narrative therapy and relational language-making. Themes explored in this article include: understanding (heterosexual) couple relationships as contextualized entities, deconstructing dominant discourses of coupledom, and the positioning of counselors/teachers as nonexpert. Taking each theme in turn, the authors, one of them Māori and two Pākehā (European), articulate points of alignment with Māori cultural concepts and practices.

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“…Biculturalism forms a foundational base within the diverse, multi-cultural communities that make up the population of Aotearoa/New Zealand. Rather than focusing on multiculturalism which bypasses Indigenous rights, discourses around biculturalism emphasise cultural and ethnic differences, between Māori, Pākehā and Tau iwi within wider debates about ethnicity, colonisation and political struggles in Aotearoa/New Zealand (Napan and Connor, 2014).…”

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confidence: 99%

Campfire sessions as pedagogy: a new twist on the Indigenous art of story-telling

Connor

Napan

2019

AJIE

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Campfire sessions are springing up at conferences and educational institutes as an alternative to PowerPoint presentation workshops. As an educational tool, the campfire session is presented as innovative pedagogy, yet sitting around an open fire, telling stories, talking and ‘yarning’ has long been practised in Indigenous societies. This paper reflects on story-telling as an Indigenous educational method with a focus on traditional Māori society in Aotearoa/New Zealand. More specifically, the authors reflect on a campfire session facilitated at the Ako (reciprocal teaching and learning) Aotearoa (Māori name for New Zealand) Conference in Christchurch in November 2018. The campfire session was designed to draw on participants' experiences and stories of biculturalism and their own bicultural journeys. Its intention was to enable participants to explore what it means to be bicultural in Aotearoa/New Zealand and how being bicultural manifests in practices of ako across a range of disciplines and fields of practice. The paper endeavours to be an instructional article for educators interested in experimenting with the Indigenous teaching method of campfire sessions. Detailed explanations and descriptions of the campfire method are provided to assist teachers to design their own campfire sessions. The campfire method was well received by the initial audience, as evidenced by their full engagement and participation. All participants fed back that they felt enabled to design their own campfire sessions. The main benefit of this method is its engagement and appreciation of Indigenous wisdom. The main challenge is its unpredictability as just like fire, it can produce a wonderful warmth and transformation, but also engender inflamed discussions. It requires skilful facilitation and appreciation of potentially diverse views and opinions.

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Difference and Diversity as a Resource for Learning

Abstract: This diversity is utilised as a main asset for the course Course content and process have been adjusted to suit a particular student group still retaining prescribed learning outcomes for the course • Each group is unique but all are very diverse

Cited by 6 publications

References 0 publications

Cultural Pedagogy and Transformative Learning: Reflections on Teaching in a Māori Environment in Aotearoa/New Zealand

Cultural Pedagogy and Transformative Learning: Reflections on Teaching in a Māori Environment in Aotearoa/New Zealand

Couples Work in Cultural Context: Te Ao Māori and Poststucturalist Practices Informing Counselor Training in Aotearoa New Zealand

Campfire sessions as pedagogy: a new twist on the Indigenous art of story-telling

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