Fostering confluence for students in an indigenous tertiary institution by engaging traditional pedagogy: Ako Wānanga and the essential support services
MARSHALL, Greg (2014) Fostering confluence for students in an indigenous tertiary institution by engaging traditional pedagogy: Ako Wānanga and the essential support services. Paper presented at: IFLA WLIC 2014 - Lyon - Libraries, Citizens, Societies: Confluence for Knowledge in Session 118 - Indigenous Matters Special Interest Group. In: IFLA WLIC 2014, 16-22 August 2014, Lyon, France.
Fostering confluence for students in an indigenous tertiary institution by engaging traditional pedagogy: Ako Wānanga and the essential support servicesThis paper intends to outline an indigenous pedagogy, Ako Wānanga as an encapsulation of how we are bringing our ancestors wisdom into our modern learning environments at Te Wānanga o Aotearoa. The challenge of effectively utilising pedagogies to unify kaiako (academic teaching staff), Te Pātaka Māramatanga (Te Wānanga o Aotearoa Library) and Te Puna Manaaki (Student Support) in a nurturing philosophy and practice for our tauira (students) is being promoted to serve our learners where mainstream education did not meet their learning modality. Ako Wānanga, utilises the four traditional principles of aro (reflection), ako (learning, teaching), te hiringa (passion, spirituality and motivation) and whanaungatanga (relationships) – enriches the academic and support services quality experience, thereby enhancing the opportunity for collaboration of the essential support services with academic staff for tauira success. Our intention is to meet learning modalities of our tauira (student) demographic. The model for the essential services comes from the elements of our Māori community – the spring or Puna for water is represented by Student Support, the food store or Pātaka is represented by Te Pātaka Māramatanga – the Library and the Wharenui (shelter) is provided by Ako Wānanga with its principles embedded within it. This model for the essential support services provides the elements of manāki (to look after, show respect and kindness for) where our kaiako (academic staff) and tauira (students) can come for food, water and shelter -warmth and protection. The knowledge paradigms of our tupuna (ancestors), provides both the landscape and aspirations for the expression and the collaborative pedagogy that facilitates transformation through education for tauira and kaimahi where they can nurture and be nurtured into states of reflection, empowerment and transformation.
|Item Type:||Conference or Workshop Item (Paper)|
|Conference details:||IFLA WLIC 2014 - Lyon - Libraries, Citizens, Societies: Confluence for Knowledge
Session 118 - Vive le "i" for indigenous in IFLA: strengthening cultural responsiveness and accountability in libraries and information - Indigenous Matters Special Interest Group
|Divisions:||Division 3 Library Services > Library Services to Multicultural Populations Section > Indigenous Matters Special Interest Group|
|Uncontrolled Keywords:||Ako Wānanga, Indigenous Pedagogy, Indigenous Epistemology, Library, Te Wānanga o Aotearoa|
|Date Deposited:||11 Jul 2014 12:43|
|Last Modified:||21 Jul 2014 15:40|
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