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ERIC Number: EJ1071620
Record Type: Journal
Publication Date: 2015-Aug
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1326-0111
Being, Flow and Knowledge in Maori Arts Education: Assessing Indigenous Creativity
Hindle, Rawiri; Hynds, Anne S.; Phillips, Hazel; Rameka, Lesley
Australian Journal of Indigenous Education, v44 n1 p85-93 Aug 2015
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand