Pathways for success for Māori students: A mātauranga Māori approach and a conventional NCEA approach to teaching and learning in visual arts at years 12 and 13
Professor Mason Durie’s framework for Māori to ‘live and succeed as Māori’ (2001) highlighted the imperative for education to provide opportunities for Māori students to engage in te ao Māori (the Māori world). This proposition was further articulated in 2013 in the Government's Māori education strategy Ka Hikitia – Accelerating Success 2013 -2017, which mandated that all school leaders and teachers are expected to understand the principles that underpin Ka Hikitia and to work toward the central vision of “Māori enjoying and achieving education success as Māori”.
My experience as an educator in a system that continues to reinforce perpetuated discourses of power and knowledge of the dominant culture led me to critically reflect on ways in which meaningful Māori contexts for learning can be valued and legitimised. This presentation focuses on the findings of a small-scale research project for my Masters degree, which set out to investigate how two different approaches to teaching and learning for Māori students in year 12 and year 13 could promote greater success through a mātauranga Māori and mana-inspired approach to visual arts education. The research was conducted in two English-medium secondary school visual arts departments. One school was known to promote a mātauranga Māori model and the other offered a conventional NCEA approach.
Featured Speaker Bio
Ko Taupiri me Matawhaura oku maunga
Ko Tainui me Te Arawa oku waka
Ko Waikato te awa, Ko Te Roto iti i kitea ai a Ihenga Ariki ai Kahu te moana
Ko Waikato me Ngaati Pikiao oku iwi
Ko Ngaati Tipa, Ko Ngaati Kawiti, Ko Ngaati Tamateatutahi oku hapuu
Ko Te Kotahitanga, Ko Nga tai e rua, Ko Tapuaeharuru nga marae
Ko Pootatau Te Wherowhero raua ko Pikiaorangi oku rangatira
Donna Tupaea-Petero is a facilitator with Team Solutions, The University of Auckland. Her current role involves supporting schools with Māori education reform initiatives in areas of school leadership, evidence-based inquiry, culturally responsive and relational pedagogy and engagement with Māori communities. Donna’s background in secondary visual arts education spans 20 years and includes representation on several national subject panels. She recently completed a Master of Professional Studies in Education and is embarking on a PhD in Education. As an artist, she has been involved in exhibitions and marae-based / community-based projects working alongside Māori artists and Māori students. Her most recent work challenges and seeks to re-contextualise and re-define what might constitute a contemporary Māori painting practice through the introduction of non-paint technologies such as neon light.