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EMERGENCE: Maori and Dewey Pedagogies

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Study of similarities between the struggles of native cultures in the and the development of pedagogies in both the Pacific and the Americas, focusing on the Maori Pedagogy and John Dewey's philosophies.

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EMERGENCE: Maori and Dewey Pedagogies

  1. 1. Emergence and Union of Theories In American Schools Dewey Pedagogy & Maori Pedagogy
  2. 2. John Dewey <ul><ul><ul><ul><li>Education: </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Process of Living </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Life </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Science </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Art </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Culture </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Aspects of Communication </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Process and goal are one </li></ul></ul></ul></ul>
  3. 3. John Dewey <ul><ul><ul><ul><li>Pedagogic Creed </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Member of a unity </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Social past inheritance </li></ul></ul></ul></ul><ul><ul><ul><ul><li>(reared understandings) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Command him or herself </li></ul></ul></ul></ul><ul><ul><ul><ul><li>(self-awareness) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Understood with psychological insight </li></ul></ul></ul></ul>
  4. 4. John Dewey <ul><ul><ul><ul><li>Eyes, ears, and hands </li></ul></ul></ul></ul><ul><ul><ul><ul><li>School should grow out of home </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Language, a device for communication </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Pedagogic Creed </li></ul></ul></ul></ul>
  5. 5. John Dewey <ul><ul><ul><ul><ul><li>Moral education, a unity of work and thought </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Ethical result </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Consciousness, an awareness </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><li>Pedagogic Creed </li></ul></ul></ul></ul>
  6. 6. “ I Believe … ...that all education proceeds by the participation of the individual in the social consciousness of the race.”
  7. 7. “ I Believe … ...that all education proceeds by the participation of the individual in the social consciousness of the race.” “… symbols are a necessity…”
  8. 8. “ 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…”
  9. 9. “ 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…”
  10. 10. “ 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
  11. 11. “ 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
  12. 12. “ 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
  13. 13. Maori Pedagogy <ul><li>reciprocal learning </li></ul><ul><li>mainstream their culture </li></ul><ul><li>achieve a common goal </li></ul>
  14. 14. Maori Pedagogy <ul><li>self -awareness </li></ul><ul><li>self- empowerment </li></ul><ul><li>independence </li></ul>
  15. 15. Maori Pedagogy <ul><li>traditional methods : in school and home environments </li></ul><ul><li>hands on procedures of education through cultural art </li></ul><ul><li>communication network media via the Internet for remote communities </li></ul>
  16. 16. <ul><li>TIMELINE: </li></ul><ul><li>Late 1700’s: </li></ul><ul><li>- Europeans colonization in New Zealand </li></ul><ul><li>- Weapon technologies </li></ul><ul><li>- Diseases </li></ul><ul><li>- Destabilized Māori society. </li></ul><ul><li>Circa 1850: </li></ul><ul><li>- Māori cultural and numerical decline </li></ul><ul><li>1960’s: </li></ul><ul><li>- cultural revival </li></ul><ul><li>1990’s: </li></ul><ul><li>- Cultural revolution </li></ul><ul><li>- Re-negotiated treaties </li></ul><ul><li>- Re-establishment of culture </li></ul><ul><li>- Involvement in society, not oppression by society </li></ul>
  17. 17. 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.
  18. 18. 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
  19. 19. “ Making a difference” <ul><li>Integrated learning strategies with traditional pedagogies </li></ul><ul><li>Use high touch with high tech for enrichment </li></ul><ul><li>Incorporate visual story telling and narrative, to recognize the high value of identity in learning </li></ul>
  20. 20. GATE Arts (Gifted And Talented Education) <ul><li>Narrative tradition ( Post Modernist ‘social construction of reality woven into a story’ ) </li></ul><ul><li>Use of praise </li></ul><ul><li>Humour </li></ul><ul><li>ICT (Information Communication Technologies) </li></ul><ul><li>in all teaching and learning. </li></ul>
  21. 21. Integrated learning strategies to help promote engagement in GATE Arts: <ul><li>artefacts as rich learning objects </li></ul><ul><li>‘ Cultural Capital’ </li></ul><ul><li>Maori teaching and learning pedagogies- essence, protocol ans symbolism </li></ul><ul><li>image based association </li></ul>
  22. 22. International Ako Projects Brooklyn: New York Lake Omapere, Okaihau: New Zealand
  23. 23. International Ako Projects <ul><li>Brooklyn Alternative School (refugee and migrant students) </li></ul><ul><li>Northland rural secondary school </li></ul><ul><li>Kites of all nations theme </li></ul><ul><li>Focus on arts identity and comparative practice </li></ul><ul><li>Webcasting final flights live internationally </li></ul>AKO : reciprocal learning (traditional Maori pedagogy)
  24. 24. Educating with Native Traditions in the Americas? <ul><li>A multi-cultural art lesson? </li></ul><ul><li>OR </li></ul><ul><li>Integrated methods and standards? </li></ul><ul><li>Boarding schools? </li></ul><ul><li>OR </li></ul><ul><li>Limited enrollment </li></ul><ul><li>charter and alternative schools? </li></ul>
  25. 25. 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
  26. 26. Sherman Indian High School
  27. 27. Sherman Indian High School
  28. 28. <ul><li>Sherman Indian High School </li></ul><ul><li>Riverside, Calif. </li></ul><ul><li>Structured boarding school </li></ul><ul><li>Teaches tradition, arts and crafts, general ed. </li></ul><ul><li>Tight security and extremely strict </li></ul><ul><li>Isolated most from community involvement </li></ul><ul><li>Poor living conditions </li></ul><ul><li>Reform school environment </li></ul>
  29. 29. 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
  30. 30. 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
  31. 31. 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
  32. 32. Cultural Comparison <ul><li>Western Traditions </li></ul><ul><li>English </li></ul><ul><li>Passover </li></ul><ul><li>Easter </li></ul><ul><li>Black History Month </li></ul><ul><li>4 th of July </li></ul><ul><li>Non-Western Traditions </li></ul><ul><li>Language? </li></ul><ul><li>Spirituality? </li></ul><ul><li>Sacred seasons? </li></ul><ul><li>Cultural recognition? </li></ul><ul><li>National holiday? </li></ul>
  33. 33. <ul><li>New York </li></ul><ul><li>Texas </li></ul><ul><li>Florida </li></ul><ul><li>Minnesota </li></ul><ul><li>Providing access to schools that cater to cultural and language barriers </li></ul><ul><li>Bi-lingual teachers </li></ul><ul><li>Immersion and preparation </li></ul><ul><li>Schools are limited </li></ul>
  34. 34. Dewey Pedagogy & Maori Pedagogy Emergence and Union of Theories In American Schools
  35. 35. 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

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