The Indigenous Factor
Kapa haka (Maori dance group) is a cultural phenomenon unique to Aotearoa New Zealand. Part of what makes this performing art so unique is how it engages individuals to express themselves in a very powerful, creative and dynamic manner. In contrast, however, investigating the edu... read full description below.
Quick Reference
| ISBN |
9783639107975 |
| Published |
19 December 2008 |
| Format |
Trade Paperback/Paperback |
| Author(s) |
By Whitinui, Paul |
| |
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Full details for this title
| ISBN-13 |
9783639107975 |
| ISBN-10 |
3639107977 |
|
| Stock |
Ready to ship - Less than 10 items |
|
| Publisher |
unlisted |
| Imprint |
VDM Verlag Dr. Muller Aktiengesellschaft & Co. KG |
| Publication Date |
19 December 2008
|
| Publication Country |
 Germany |
|
| Format |
Trade Paperback/Paperback |
|
| Author(s) |
By Whitinui, Paul |
| Category |
Dance
Anthropology
Education
|
|
| Interest Age |
All ages |
| Reading Age |
All ages |
| NBS Text |
Social Studies: General |
| ONIX Text |
General/trade |
|
| Number of Pages |
220 |
| Dimensions |
Width: 152mm
Height: 229mm
Spine: 11mm |
| Weight |
330g |
|
| Dewey Code |
Not specified |
| Catalogue Code |
94980 |
Description of this Book
Kapa haka (Maori dance group) is a cultural phenomenon unique to Aotearoa New Zealand. Part of what makes this performing art so unique is how it engages individuals to express themselves in a very powerful, creative and dynamic manner. In contrast, however, investigating the educational benefits associated with Maori students participating in kapa haka in New Zealand mainstream secondary schools, remains relatively unexplored. As a way of seeking to understand this cultural phenomenon, 20 Maori kapa haka students and 27 teachers were invited to share their experiences and perceptions about kapa haka and in particular, to consider how kapa haka engages Maori students to learn. As a result, the study revealed quite emphatically that not only does kapa haka provide MA ori students with a culturally appropriate and responsive learning experience but that they also, feel more optimistic and confidence about attending school. Based on the implications of the findings, a culturally responsive learning strategy is highlighted to enable mainstream secondary schools and teachers to better evaluate their own teaching and learning approaches when working with Maori students in these settings.
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