Cultural Pedagogy and Transformative Learning: Reflections on Teaching in a Māori Environment in Aotearoa/New Zealand

This article explores a synergy of inquiry-based learning and a cultural pedagogy within a Māori environment, the marae (communal meeting place) while using Academic Co-Creative Inquiry (ACCI), an innovative approach to teaching and learning which enables teachers and students to cocreate the conten...

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Bibliographic Details
Published in:Journal of transformative education 2020-01, Vol.18 (1), p.59-77
Main Authors: Napan, Ksenija, Connor, Helene, Toki, Lynda
Format: Article
Language:English
Subjects:
Culturally Relevant Education
Ethnic Groups
Foreign Countries
Higher Education
Inquiry
Pacific Islanders
Postsecondary Education
Teacher Collaboration
Teaching Methods
Transformative Learning
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Summary:This article explores a synergy of inquiry-based learning and a cultural pedagogy within a Māori environment, the marae (communal meeting place) while using Academic Co-Creative Inquiry (ACCI), an innovative approach to teaching and learning which enables teachers and students to cocreate the content and the process of the course through personalized inquiries. Three areas form the focus of this article: an exploration of cultural pedagogy within a marae space, an ACCI process, and the culturally responsive Māori pedagogy of ako (teaching and learning). These three areas created a context for transformative learning. Authors reflect on how three academic women, two Māori and one Pākehā (person of European descent) each explored how the physical space of Ngākau Māhaki (name of the carved meeting house, meaning respectful heart) at Te Noho Kotahitanga Marae (name of the marae complex) contributed to transformative teaching and learning processes.
ISSN:1541-3446
1552-7840
DOI:10.1177/1541344619858978