Faculty of Māori and Indigenous Development (Te Ara Poutama)
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The Faculty of Māori and Indegenous Development research expertise covers a broad spectrum from te reo and tikanga Māori to Māori media and multimedia. Explore Te Ara Poutama's research areas:
- Māori Business
- Māori Economics
- Māori Entrepreneurship
- Māori Management
- Māori Multimedia
- Māori Media
- Mātauranga Maori
- New Zealand History
- Pacific Development
- Treaty of Waitangi
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Browsing Faculty of Māori and Indigenous Development (Te Ara Poutama) by Subject "39 Education"
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- ItemA Māori Crisis in Science Education?(Faculty of Education, University of Canterbury, 2023-12-14) Steward, GeorginaThis article is written for school teachers in Aotearoa New Zealand schools who teach science to Year 7-10 students or as part of a primary classroom programme under The New Zealand Curriculum. What can teachers do about inequity in science education for Māori students? Clear understanding of this complex issue is required, so this article offers a synopsis of the Māori science curriculum debate. Written from my perspective as an insider-researcher interested in this topic for many years, this article engages with important comments about Māori-medium science education made by Sir Peter Gluckman in a major report on science education (2011), and an earlier challenge by Graham Hingangaroa Smith (1995) about the ‘Māori crisis’ in science education. Towards the end I briefly discuss what teachers might do, and consider the potential of ‘bilingual science’ as an alternate approach with relevance for any classroom teacher, and a way of navigating the current theoretical impasse or ‘crisis’ in Māori science education.
- ItemAnimals of Aotearoa: Kaupapa Māori Summaries(Routledge, 2023-01-22) Stewart, GThis article summarizes Māori knowledge of a selected range of animals through the literature as a first step in undertaking research into the potential of incorporating Māori concepts into animal ethics topics for senior school and post-school biology education. This article is based on a critical Māori “reading” of existing literature, a writing process that both collects and analyzes data from available records, examined through a Kaupapa Māori (i.e., Māori-centered lens). The scientific category of “animal” does not exist in te ao Māori (the Māori world), so the approach taken below is to give an introductory synopsis of Māori knowledge of a sample of animals of Aotearoa, mindful that Māori “knowledge” includes and embeds a Māori understanding of ethics. This summary of Māori knowledge of animals is presented in six sections: kurī (dog), kiore (rat), manu (birds), ika (fish), ngārara (reptiles), and aitanga pepeke (insects/invertebrates). Key points emerge about Māori knowledge of animals, including a final point reflecting on the nature and status of a synopsis, a genre of particular relevance to Kaupapa Māori scholars studying Māori knowledge.
- ItemEthical Enactivism for Smart and Inclusive STEAM Learning Design(Elsevier BV, 2023-08) Aguayo, Claudio; Videla, Ronnie; López-Cortés, Francisco; Rossel, Sebastián; Ibacache, CamiloCurrent global challenges of the 21st century promote STEAM (science, technology, engineering, arts and mathematics) education and digitalization as a means for humans to be the central actors in the construction of a sustainable society that favors a sense of worth and global wellbeing. In this scenario, new educational technology tools and immersive learning affordances (possibilities), offer unprecedented potential for the design of smart and dynamic learning systems and contexts that can enhance learning processes across varied audiences and educational settings. However, current STEAM education practice lacks attention to equipping all citizens with the necessary skills to use digital technologies in an ethical, critical and creative way. This gap calls for attention in design processes, principles and practices that are attentive to ethical considerations and values-based approaches. On the other hand, in its formulation STEAM as an educational approach is framed in four fundamental pillars: creativity, inclusion, citizenship and emerging technologies, which also put attention on the inclusion of disadvantaged and underrepresented social groups during STEAM education design. Following an apparent need to explore ethical and inclusive design in STEAM education, and inspired in the 4E cognition framework, ethical enactivism and embodied and ecosomaesthetics experience design, here we propose a theoretical framework grounded on systems thinking for the design of smart and dynamic STEAM learning systems and settings. The framework is aimed at STEAM educational psychologists, educational technologists, learning designers and educational practitioners who wish to address the global challenges of 21st century education by means of creative, innovative and inclusive education design.
- ItemUniversity ‘Values’ and Neoliberal Marketisation(Faculty of Education, University of Canterbury, Aotearoa New Zealand, 2022-12-16) Devine, Nesta; Couch, Daniel; Teschers, ChristophThis editorial evaluates the potential impact of neoliberal marketisation on university values and culture drawing on the example of current bargaining between unions and university management in Aotearoa New Zealand.