“打开大门”:新西兰奥特罗阿艺术教育非殖民化的真实方法

IF 0.3 0 ART
Luke Feast, Christina Vogels
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引用次数: 3

摘要

新西兰奥特罗阿大学的教育工作者有责任“实践和示范”怀唐伊提里提的原则。然而,高等教育往往以一种不真实的方式对待这些原则。在新西兰,很少有艺术、设计和传播方面的课程真正地融合了这些原则。这篇文章展示了一门课程的特点- Mahitahi |协作实践-通过从ao Māori (Māori世界)教授协作来参与Tiriti原则。我们的研究结果来自于一个焦点小组,我们与那些教授该课程试点迭代的学术人员进行了讨论。焦点小组提出了与非殖民化艺术教育问题有关的三个中心主题。首先,不管教育者的意图是设计一门给予ao Māori特权的课程,Aotearoa/新西兰殖民现实的特征仍然存在。其次,学生们的主要学习活动是原则反思,他们成功地以真实的方式参与到ao Māori中。第三,由于设计了带有Pākehā (non-Māori)世界观的部分评估,学生与ao Māori的联系受到了损害。因此,学生可能错过了更充分地参与与终身学习有关的教育经历的机会。我们认为,为了保持与ao Māori的真实联系,课程应该始终围绕着《提里提o怀唐伊》的原则进行设计。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
‘Opening the door’: An authentic approach to decolonizing arts education in Aotearoa/New Zealand
Educators in universities in Aotearoa/New Zealand have the responsibility to ‘live and model’ the principles of Te Tiriti o Waitangi. However, tertiary education has often treated the principles in an inauthentic way. There are few courses in art, design and communication in New Zealand that integrate the principles authentically. This article showcases features of a course ‐ Mahitahi | Collaborative Practices ‐ that engages with Te Tiriti principles by teaching collaboration from te ao Māori (the Māori world). Our findings draw from a focus group we conducted with academic staff who taught into a pilot iteration of the course. Three central themes emerged from the focus group relating to the issue of decolonizing arts education. First, that regardless of the educators’ intentions to design a course that privileges te ao Māori, the features of Aotearoa/New Zealand’s colonial reality are still present. Second, the students’ primary learning activity was principled reflection, where they successfully engaged with te ao Māori in an authentic way. Third, students’ connection to te ao Māori was jeopardized by designing part of the assessment that took on a Pākehā (non-Māori) world-view. Consequently, students may have missed the opportunity to engage more fully with educative experiences relating to lifelong learning. We argue that to maintain an authentic connection to te ao Māori, the curriculum should be consistently designed around principles embedded in Te Tiriti o Waitangi.
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CiteScore
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