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