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Emergence and Unionof 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 DeweyPedagogic 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 EducationHonolulu, 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”1. Integrated learning strategies with traditional
pedagogies
2. Use high touch with high tech for enrichment
1. 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 Americas1500 – 1800’s (South and North) -European colonization -Disease and destabilization1800’s (North) - Indian Removal Act of 1830 - Birth of Reservations20th C: (South) - conflict - industrial destruction of lands
Trail of Tears
Sherman Indian High School
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
1st generation: Identity Cultural and language
barrier2nd 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
1st generation: Identity Cultural and language
barrier2nd generation: Lack of identity
Discipline problemsESLSpecial EducationNot prepared for higher educationLikely to drop out of school
Cultural Comparison
Western Traditions
• English• Passover• Easter• Black History Month• 4th of July
Non-Western Traditions
• Language?• Spirituality?• Sacred seasons?• Cultural recognition?• National holiday?
New YorkTexasFloridaMinnesota
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 Unionof Theories
In American Schools
References:
Te Manu Aute sites:
www.temanuaute.org.nz (tmuser / tmpass)
mediasite.temanuaute.org.nz (hawaii / exciting)
mark@temanuaute.org.nz
Bear, C., American Indian School a Far Cry from the Past, Part 2 (2009). WNPRhttp://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