ABSTRACT

This article presents a critical consideration of the ways in which specialist dance teachers in New Zealand state secondary schools respond to curriculum expectations to incorporate Māori arts content into their lessons. Disparity between Māori and non-Māori achievement is evident in the state schooling system. More than 20% of students in New Zealand mainstream secondary schools are of Māori heritage, but Māori leave school early with fewer qualifications than non-Maori students. They are also disproportionately represented in suspension and exclusion statistics (Bishop 2012; Hauraki 2020; Ministry of Education 2006). There is a need to address the disparity in achievement occurring New Zealand classrooms. Understanding how teachers acknowledge diversity in their classrooms can make a fundamental contribution to understanding Māori students’ experiences of secondary school education.

The main premise of this article is that teaching approaches connected to the delivery of Māori arts are informed by individual histories, teaching identity and the expectations of schools as institutions. Relationships inside and outside the learning environment are considered, along with the cultural positioning of the teacher, school, and curriculum. The research findings discussed in this article are the result of a critical Indigenous, kaupapa Māori, whakawhanaungatanga inquiry.

摘要

本文对新西兰公立中学的专业舞蹈教师如何响应课程期望以将毛利艺术内容纳入课程的方式进行了批判性思考。毛利人和非毛利人成就之间的差距在国家教育系统中很明显。新西兰主流中学中超过 20% 的学生具有毛利血统，但毛利人提前离校，学历低于非毛利人学生。他们在停学和排除统计数据中的比例也不成比例（Bishop 2012；Hauraki 2020；教育部 2006）。有必要解决新西兰课堂上的成绩差异问题。

本文的主要前提是，与毛利艺术相关的教学方法受到个人历史、教学身份和学校作为机构的期望的影响。考虑到学习环境内外的关系，以及教师、学校和课程的文化定位。本文讨论的研究结果是对土著、kaupapa 毛利人、whakawhanaungatanga 的批判性调查的结果。