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dc.contributor.authorHeta-Lensen, Yo
dc.contributor.authorWrightson, Helen
dc.date.accessioned2020-08-06T01:27:04Z
dc.date.available2020-08-06T01:27:04Z
dc.date.issued2019
dc.identifier.issn1837-0020
dc.identifier.urihttps://hdl.handle.net/10652/4955
dc.description.abstractThis article expands on ideas developed in Ngā Taonga Tuku Iho Māori Visual Arts and Cultural Fusion. Studying Authentic Engagement (Wrightson & Heta-Lensen, 2013). In it we discussed the integrated nature of ngā toi ataata (visual arts) to Māori life and the connectedness to people, places, things and time. In this article we demonstrate how ngā toi ataata dialogues with histories, values and locations across time, place and space. Authentic engagement in ngā toi ataata in the context of early childhood education in Aotearoa New Zealand is critiqued through a socio-cultural and socio-political lens. Through the examples that we present, stories emerge that demonstrate a growing relationship with Ranginui (Sky father) and Papatūānuku (Earth mother) which contribute to developing student teachers’ own working theories, stories, and understandings about the world and their place in it. Employing the visual arts in this way provides opportunities to deepen understandings of indigenous world views and develop a sense of connection to the natural world. It engages student teachers in understandings of artsbased teaching and learning practice from both an educational and a cultural perspective. It provides an opportunity to reflect on multiple perspectives held about the world and how different peoples express their relationship with it. The article also explores how the incorporation of Māori visual arts in an initial teacher education programme supports teachers to meet the requirements of the Aotearoa New Zealand early childhood curriculum, Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa. Early childhood curriculum (Ministry of Education, 2017).en_NZ
dc.language.isoenen_NZ
dc.publisherUniversity of New Englanden_NZ
dc.relation.urihttps://artinearlychildhood.org/2019-research-journal-1/en_NZ
dc.subjectAotearoaen_NZ
dc.subjectearly childhood educationen_NZ
dc.subjectMāori visual artsen_NZ
dc.subjectvisual artsen_NZ
dc.subjectinclusive educationen_NZ
dc.subjectvisual arts educationen_NZ
dc.subjectNew Zealanden_NZ
dc.titleToi Tū Te Whenua : a study of Māori visual arts as dialogue with Papatūānukuen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2020-08-05T14:30:11Z
dc.subject.marsden130102 Early Childhood Education (excl. Māori)en_NZ
dc.subject.marsden130107 Te Whāriki (Māori Early Childhood Education)en_NZ
dc.identifier.bibliographicCitationHeta-Lensen, Y., & Wrightson, H. (2019). Toi Tū Te Whenua: A Study of Māori Visual Arts as Dialogue with Papatūānuku. International Art in Early Childhood Research Journal 2019 Research Journal, 1(1), Article 8: 1-21.en_NZ
unitec.publication.spageArticle 8: 1-21en_NZ
unitec.publication.volume1en_NZ
unitec.publication.issue1en_NZ
unitec.publication.titleInternational Art in Early Childhood Research Journalen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.identifier.roms64962en_NZ
unitec.identifier.roms65113
dc.subject.tukutukuKura pūhouen_NZ
dc.subject.tukutukuWhakaahuaen_NZ
dc.subject.tukutukuPūrākauen_NZ
unitec.publication.placeArmidale, New South Wales, Australiaen_NZ
unitec.institution.studyareaEducation


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