The indigenous factor: The role of kapa haka as a culturally responsive learning intervention

Abstract

The development and implementation of Ngä toi i roto i te matauranga o Aotearoa ((Mäori visual and performing arts) has seen Kapa Haka (a (Mäori performing dance group) emerge as a dynamic and powerful way for many schools and teachers to engage student learning about (Mäori culture, language, and traditions (New Zealand Qualifications Authority, 2002). The main aim of this paper is to focus on the importance Kapa Haka has for (Mäori students, and to outline why many (Mäori students are now actively choosing Kapa Haka as an integral part of their educational programmes. The first part highlights the dilemmas associated with (Mäori underachievement and the move by educators to include more innovative and culturally appropriate learning programmes to support the (Mäori learner. The second part highlights the importance of (Mäori pedagogy as it reflects the cultural dimensions associated with the teaching and learning of (Mäori students. A more innovative approach considers Ngä toi i roto i te matauranga o Aotearoa (Mäori visual and performing arts) document launched in March 2001, and the implementation of NCEA (National Certificate in Educational Achievement) which has helped to raise the educational status of Kapa Haka, supporting many Mäori students to obtain a formal qualification. Finally, the paper considers some of the challenges facing teachers in their attempts to access the benefits associated with the time, energy and effort Mäori students give to Kapa Haka.