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Semelhante a EMERGENCE: Maori and Dewey Pedagogies
Semelhante a EMERGENCE: Maori and Dewey Pedagogies (20)
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EMERGENCE: Maori and Dewey Pedagogies
- 1. Emergence and Union of Theories In American Schools Dewey Pedagogy & Maori Pedagogy
- 6. “ I Believe … ...that all education proceeds by the participation of the individual in the social consciousness of the race.”
- 7. “ I Believe … ...that all education proceeds by the participation of the individual in the social consciousness of the race.” “… symbols are a necessity…”
- 8. “ 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…”
- 9. “ 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…”
- 10. “ 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
- 11. “ 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
- 12. “ 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
- 17. 2009 Hawai’i International Conference on Education Honolulu, 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.
- 18. 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
- 22. International Ako Projects Brooklyn: New York Lake Omapere, Okaihau: New Zealand
- 25. TIMELINE: The Americas 1500 – 1800’s (South and North) -European colonization -Disease and destabilization 1800’s (North) - Indian Removal Act of 1830 - Birth of Reservations 20 th C: (South) - conflict - industrial destruction of lands Trail of Tears
- 26. Sherman Indian High School
- 27. Sherman Indian High School
- 29. 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
- 30. 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 1 st generation: Identity Cultural and language barrier 2 nd generation: Lack of identity Discipline problems
- 31. 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 1 st generation: Identity Cultural and language barrier 2 nd generation: Lack of identity Discipline problems ESL Special Education Not prepared for higher education Likely to drop out of school
- 34. Dewey Pedagogy & Maori Pedagogy Emergence and Union of Theories In American Schools
- 35. References: Te Manu Aute sites: www.temanuaute.org.nz (tmuser / tmpass) mediasite.temanuaute.org.nz (hawaii / exciting) [email_address] Bear, C., American Indian School a Far Cry from the Past, Part 2 (2009). WNPR http://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
Notas do Editor
- Rimurimu and waiata Aloha and welcome. There are 16 other sessions on right now. Thank you for choosing our ones. My name’s Mark Dashper and I’ll be presenting first. This will be followed by a presentation from Debora Escalante and Cally Flox from Brigham Young University, and then we will finish with a presentation from Ming-hsien Cheng from Ohio State University. My presentation is titled “making a difference” and I’m going to outline a project we run in New Zealand for Gifted and Talented K-12 students in the arts. The image on the right was an award winner in the International Best Image Category. I like it because it is a face that required at least 8 people to construct, all working together with a similar vision.
- Northland covers approx 300km of sometimes remote country. That’s about 186 miles, of tarsealed and gravel roads. Warkworth was chosen as our base, as it is close to Auckland (1.3 million) which is approx 30% of the country. Our project allows us to operate in up to 64 schools across the Northland region. Currently we are operating to capacity. The schools were self selected and cover a wide demographic:
- So in summary, here’s those three key points again. We hope you might something there that you can use in your own practice.
- Also fits the constructivist experience emphasizing narrative reflection and dialogue to make meaning of history and story.
- So what makes the learning connections successful? We have 8 integrated learning strategies:
- Kites will be flying under Brooklyn Bridge with New York in the background, and over Lake Omapere near Okaihau College. In this example there are huge contrasts of school demographics and knowledge base, but unity in diversity across cultures. It’s a true reciprocal learning project and we are very excited about it.
- Classes in music and multi-media at the Brooklyn International High School of The International Network for Public Schools Programme. And Okaihau College, Northland working with gifted and talented students from year 9 and 10.
- Mahalo to you all. And now I want to welcome our next presenters . . . Debora Es-calante and Cally Flox from Brigham Young University