Campfire Sessions as Pedagogy: A New Twist on the Indigenous Art of Story-Telling

Autor/inn/en	Connor, Helene; Napan, Ksenija
Titel	Campfire Sessions as Pedagogy: A New Twist on the Indigenous Art of Story-Telling
Quelle	In: Australian Journal of Indigenous Education, 50 (2021) 1, S.80-87 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Connor, Helene) ORCID (Napan, Ksenija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2019.21
Schlagwörter	Pacific Islanders; Ethnic Groups; Story Telling; Teaching Methods; Indigenous Knowledge; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Neuseeland
Abstract	Campfire sessions are springing up at conferences and educational institutes as an alternative to PowerPoint presentation workshops. As an educational tool, the campfire session is presented as innovative pedagogy, yet sitting around an open fire, telling stories, talking and 'yarning' has long been practised in Indigenous societies. This paper reflects on story-telling as an Indigenous educational method with a focus on traditional Maori society in Aotearoa/New Zealand. More specifically, the authors reflect on a campfire session facilitated at the Ako (reciprocal teaching and learning) Aotearoa (Maori name for New Zealand) Conference in Christchurch in November 2018. The campfire session was designed to draw on participants' experiences and stories of biculturalism and their own bicultural journeys. Its intention was to enable participants to explore what it means to be bicultural in Aotearoa/New Zealand and how being bicultural manifests in practices of ako across a range of disciplines and fields of practice. The paper endeavours to be an instructional article for educators interested in experimenting with the Indigenous teaching method of campfire sessions. Detailed explanations and descriptions of the campfire method are provided to assist teachers to design their own campfire sessions. The campfire method was well received by the initial audience, as evidenced by their full engagement and participation. All participants fed back that they felt enabled to design their own campfire sessions. The main benefit of this method is its engagement and appreciation of Indigenous wisdom. The main challenge is its unpredictability as just like fire, it can produce a wonderful warmth and transformation, but also engender inflamed discussions. It requires skilful facilitation and appreciation of potentially diverse views and opinions. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01