School of Art and Design - Te Kura Toi a Hoahoa
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Research within the School of Art and Design brings together visual artists, spatial designers, fashion designers, filmmakers, curators, entrepreneurs, graphic designers, digital designers, product designers and other cultural practitioners from New Zealand and around the world to work on expanded notions of art and design through creative-led research. Their research disciplines and study areas include: Visual Arts, Graphic Design, Spatial Design, Product Design, Digital Design, Fashion and Textile Design, and across disciplines.
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Browsing School of Art and Design - Te Kura Toi a Hoahoa by Subject "39 Education"
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- ItemPractical Worlds: Enskilment as Pedagogical Practice(Informa UK Limited, 2023-10-08) Ings, WIn 2000 Tim Ingold considered the nature of skill acquisition in physical locations where our attentive dwelling forms the basis from which learning occurs. He called this ‘enskilment’. Although generally considered in relation to ecological/anthropological study, enskilment has more recently been applied to areas like sports education (Woods et al. [2021]. “Enskilment: An ecological anthropological worldview of skill, learning and education in sport.” Sports Medicine - Open 7 (33).) and craft (Gowlland [2019]. “The sociality of enskilment.” Ethnos 84 (3): 508–524.). By extension, this article employs a case study to unpack the enskilment experience of six doctoral students who immersed themselves inside a feature film production (Punch–2020–2022). The participants were all concurrently developing projects associated with narrative creation. Seeking opportunities for immersion across pre-production, production and postproduction phases of the project, they experienced a form of learning where skill acquisition was inseparable from collaborative practice and idiosyncratic environments, and insight emerged in non-linear ways. While the article draws correlations between their experiences and existing discourses on enskilment, it also suggests that this pedagogical model might contribute something useful to ongoing discussions around creative endeavours during, and after students have completed their degree studies.
- ItemThe Dual Journey of Navigating the ‘Awa of Higher Education’ From a Māori Doctoral Student’s Lens(AUTSA, GRS and Tuwhera Open Access, 2023-03-08) Abraham, HazelFor many Māori students, staying in the main flow of the awa (river) is not easy in New Zealand’s mainstream education system. But with the right support mechanisms and structures in place, it is possible, for a Māori doctoral student to achieve educational success as Māori in higher education. This paper discusses what is entailed in the dual journey of a first in family, Māori doctoral student when completing a doctoral qualification alongside a Māori journey in strengthening connections within te Ao Māori (the Māori world). The narrative shares insights of the researcher’s experiences which led to the development of an Indigenous methodology model called ‘He Pūtauaki Model’. A number of key factors for ensuring her success as a Māori doctoral candidate was the continual support and guidance provided from kaumātua (elders), whānau (family), hapū (sub-tribe) and iwi (tribe), over a four-year period of completing the doctoral journey, and when a Mahitahi approach was adopted by her supervisors and reinforced by other Te Ipukarea Research Institute postgraduate students made a difference for her in overcoming the challenges that an Indigenous Māori doctoral student can face when navigating the awa (structural mechanisms and psychosocial challenges) at Auckland University of Technology (AUT).
- ItemThe Eke Tangaroa Programme for Māori/Pasifika Early Career Academics: Past, Present, Future(International Contemporary Ethnography Across the Disciplines (CEAD), 2023-12-05) Stewart, Georgina; Ings, Welby; Keiha, Pare; Lawson, WendyThis commentary reflects on Auckland University of Technology’s Eke Tangaroa programme, which aims to increase the number of Māori and Pasifika academic staff of the university and to support them in developing their research careers. The commentary has three parts, representing the past, present and possible future of the programme. The first part (past) is by the two senior professors who came up with the idea in the first place. The second part (present) is by the inaugural and current kaiurungi (navigator) of the programme, also the first author of this commentary. The third part (future) draws on a conversation with the Deputy Vice Chancellor Academic, who is responsible for the programme.