Tūrou Hawaiki: Morning karakia and waiata as culturally responsive pedagogy

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Indigenous Education Pub Date : 2023-07-25 DOI:10.55146/ajie.v52i1.326

Erani Motu, Maioha Watson, M. Ratima, Te Hurinui Karaka-Clarke, Susannah Ruth Stevens

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引用次数: 0

Abstract

This article presents the findings of a qualitative case study on voluntary participation in morning karakia (incantation, prayer) and waiata (song) sessions, led by a group of teacher educators. This study is informed by a selective review of literature from three relevant sources: the impact of music therapy practices, culturally responsive pedagogy, and the normalisation of te reo Māori (Māori language) and tikanga Māori (Māori protocols and customs). This approach to the literature review was necessary given the paucity of research on the impact of indigenous cultural practices such as karakia and waiata in mainstream cultural contexts. Through thematic analysis of a survey questionnaire (N = 65) and semi-structured interviews (n = 9), findings showed that participants experienced an improved sense of wellbeing, an increased feeling of whanaungatanga (relationships and belonging) and greater confidence in engaging with Māori culture. This study could be considered a catalyst for additional research into the practice of daily karakia and waiata in educational or professional contexts to better understand the long-term effects on wellbeing and on cultural competence and confidence.

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夏威夷的Túrou：Morning karakia和waiata作为文化响应教育学

本文介绍了由一群教师教育工作者领导的关于自愿参加晨间karakia（咒语、祈祷）和waiata（歌曲）课程的定性案例研究结果。本研究通过对来自三个相关来源的文献的选择性回顾而获得信息：音乐治疗实践的影响、文化响应教育法，以及毛利语和毛利语的正常化。鉴于缺乏对卡拉基亚和瓦亚塔等土著文化习俗在主流文化背景下的影响的研究，这种文献综述方法是必要的。通过对调查问卷（N=65）和半结构化访谈（N=9）的主题分析，研究结果表明，参与者的幸福感得到了改善，关系和归属感得到了增强，对融入毛利文化更有信心。这项研究可以被视为在教育或专业背景下对日常karakia和waiata实践进行进一步研究的催化剂，以更好地了解其对幸福感、文化能力和信心的长期影响。

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来源期刊

Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.