EMERGENCE: Maori and Dewey Pedagogies

Emergence and Union of Theories In American Schools Dewey Pedagogy & Maori Pedagogy

John Dewey
Education:
Process of Living
Life
Science
Art
Culture
Aspects of Communication
Process and goal are one

John Dewey
Pedagogic Creed
Member of a unity
Social past inheritance
(reared understandings)
Command him or herself
(self-awareness)
Understood with psychological insight

John Dewey
Eyes, ears, and hands
School should grow out of home
Language, a device for communication
Pedagogic Creed

John Dewey
Moral education, a unity of work and thought
Ethical result
Consciousness, an awareness
Pedagogic Creed

“ I Believe … ...that all education proceeds by the participation of the individual in the social consciousness of the race.”

“ I Believe … ...that all education proceeds by the participation of the individual in the social consciousness of the race.” “… symbols are a necessity…”

“ I Believe … ...that all education proceeds by the participation of the individual in the social consciousness of the race.” “… symbols are a necessity…” “… in training the child’s power of imagery…”

“ I Believe … ...that all education proceeds by the participation of the individual in the social consciousness of the race. “… symbols are a necessity…” “… in training the child’s power of imagery…” “… (child’s) interests are to be observed…”

“ I Believe … ...that all education proceeds by the participation of the individual in the social consciousness of the race.” “… symbols are a necessity…” “… in training the child’s power of imagery…” “… (child’s) interests are to be observed…” “… radiation (from the center of nature)…” John Dewey

“ I Believe … ...that all education proceeds by the participation of the individual in the social consciousness of the race.” “… symbols are a necessity…” “… in training the child’s power of imagery…” “… (child’s) interests are to be observed…” “… radiation (from the center of nature)…” “… emotions are the reflex of action…” John Dewey

“ I Believe … ...that all education proceeds by the participation of the individual in the social consciousness of the race.” “… symbols are a necessity…” “… in training the child’s power of imagery…” “… (child’s) interests are to be observed…” “… radiation (from the center of nature)…” “… emotions are the reflex of action…” “… science and art thus join hands…” John Dewey

Maori Pedagogy
reciprocal learning
mainstream their culture
achieve a common goal

Maori Pedagogy
self -awareness
self- empowerment
independence

Maori Pedagogy
traditional methods : in school and home environments
hands on procedures of education through cultural art
communication network media via the Internet for remote communities

TIMELINE:
Late 1700’s:
- Europeans colonization in New Zealand
- Weapon technologies
- Diseases
- Destabilized Māori society.
Circa 1850:
- Māori cultural and numerical decline
1960’s:
- cultural revival
1990’s:
- Cultural revolution
- Re-negotiated treaties
- Re-establishment of culture
- Involvement in society, not oppression by society

2009 Hawai’i International Conference on Education Honolulu, Hawai’i, January 4 - 7, 2009 Mark Dashper (Director TMA) “ MAKING A DIFFERENCE” Innovative pedagogies in the delivery of gifted and talented programmes for the arts in New Zealand.

Introduction: Where is Te Manu Aute? Covers 64 schools to date: 11 Secondary (Y9-13) 36 Primary (Y1 -8) 2 Intermediate (Y 7-8) 5 Area Schools (Y1-13) 5 Kura Immersion (Y1-8) 5 Kura in trial cluster Main base in Warkworth

“ Making a difference”
Integrated learning strategies with traditional pedagogies
Use high touch with high tech for enrichment
Incorporate visual story telling and narrative, to recognize the high value of identity in learning

GATE Arts (Gifted And Talented Education)
Narrative tradition ( Post Modernist ‘social construction of reality woven into a story’ )
Use of praise
Humour
ICT (Information Communication Technologies)
in all teaching and learning.

Integrated learning strategies to help promote engagement in GATE Arts:
artefacts as rich learning objects
‘ Cultural Capital’
Maori teaching and learning pedagogies- essence, protocol ans symbolism
image based association

International Ako Projects Brooklyn: New York Lake Omapere, Okaihau: New Zealand

International Ako Projects
Brooklyn Alternative School (refugee and migrant students)
Northland rural secondary school
Kites of all nations theme
Focus on arts identity and comparative practice
Webcasting final flights live internationally
AKO : reciprocal learning (traditional Maori pedagogy)

Educating with Native Traditions in the Americas?
A multi-cultural art lesson?
OR
Integrated methods and standards?
Boarding schools?
OR
Limited enrollment
charter and alternative schools?

TIMELINE: The Americas 1500 – 1800’s (South and North) -European colonization -Disease and destabilization 1800’s (North) - Indian Removal Act of 1830 - Birth of Reservations 20 th C: (South) - conflict - industrial destruction of lands Trail of Tears

Sherman Indian High School

Sherman Indian High School
Riverside, Calif.
Structured boarding school
Teaches tradition, arts and crafts, general ed.
Tight security and extremely strict
Isolated most from community involvement
Poor living conditions
Reform school environment

Pedro Noguera, New York University Making efforts to bring awareness to the need for cultural adaptation in schools and communities for Latino and Mexican children of immigrants

Pedro Noguera, New York University Making efforts to bring awareness to the need for cultural adaptation in schools and communities for Latino and Mexican children of immigrants 1 st generation: Identity Cultural and language barrier 2 nd generation: Lack of identity Discipline problems

Pedro Noguera, New York University Making efforts to bring awareness to the need for cultural adaptation in schools and communities for Latino and Mexican children of immigrants 1 st generation: Identity Cultural and language barrier 2 nd generation: Lack of identity Discipline problems ESL Special Education Not prepared for higher education Likely to drop out of school

Cultural Comparison
Western Traditions
English
Passover
Easter
Black History Month
4 th of July
Non-Western Traditions
Language?
Spirituality?
Sacred seasons?
Cultural recognition?
National holiday?

New York
Texas
Florida
Minnesota
Providing access to schools that cater to cultural and language barriers
Bi-lingual teachers
Immersion and preparation
Schools are limited

Dewey Pedagogy & Maori Pedagogy Emergence and Union of Theories In American Schools

References: Te Manu Aute sites: www.temanuaute.org.nz (tmuser / tmpass) mediasite.temanuaute.org.nz (hawaii / exciting) [email_address] Bear, C., American Indian School a Far Cry from the Past, Part 2 (2009). WNPR http://www.npr.org/templates/story/story.php?storyId=17645287 John Dewey Pedagogic Creed @ www.infed.org/archives Immigrant Education Support @ http://www.iseek.org/guide/immigrants/immigranteducation.html Latino Youth: Immigration, Education and the Future, Noguera,P, (2006) @ http://www.inmotionmagazine.com/er/pn_lyief.html Native Americans @ http://en.wikipedia.org/wiki/Native_American

EMERGENCE: Maori and Dewey Pedagogies

by Marie Max-Fritz on Feb 15, 2011

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