Being, Flow and Knowledge in Maori Arts Education: Assessing Indigenous Creativity

Autor/inn/en	Hindle, Rawiri; Hynds, Anne S.; Phillips, Hazel; Rameka, Lesley
Titel	Being, Flow and Knowledge in Maori Arts Education: Assessing Indigenous Creativity
Quelle	In: Australian Journal of Indigenous Education, 44 (2015) 1, S.85-93 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2015.7
Schlagwörter	Ethnic Groups; Pacific Islanders; Art Education; Creativity; Neoliberalism; Outcomes of Education; Educational Trends; Testing; Student Evaluation; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kreativität; Neo-liberalism; Neoliberalismus; Lernleistung; Schulerfolg; Bildungsentwicklung; Testdurchführung; Testen; Schulnote; Studentische Bewertung; Ausland; Neuseeland
Abstract	This article reflects on issues of Indigenous creativity in Maori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/Maori epistemologies, pedagogies and ontologies, and the contradictions and tensions that threaten these through global assessment drives within schools. We argue that current student assessment regimes are being increasingly influenced by international neoliberal agendas, which focus on universal, measurable outcomes. By critically exploring the assessment of creativity in the arts from a Maori perspective, we reflect on several contradictions and tensions in current assessment drives within schools. In particular, the intangible dimensions of being and flow and their connection to creativity are examined, and we conclude with recommendations for further work in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01