Tu'utu'u le upega i le loloto--Cast the Net into Deeper Waters: Exploring Dance as a Culturally Sustaining Mathematics Pedagogy

Autor/inn/en	Taeao, Sinapi; Averill, Robin
Titel	Tu'utu'u le upega i le loloto--Cast the Net into Deeper Waters: Exploring Dance as a Culturally Sustaining Mathematics Pedagogy
Quelle	In: Australian Journal of Indigenous Education, 50 (2021) 1, S.127-135 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Averill, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2019.17
Schlagwörter	Foreign Countries; Pacific Islanders; Mathematics Instruction; Culturally Relevant Education; Dance; Teaching Methods; Cultural Maintenance; Cultural Influences; Mathematics Achievement; Secondary School Mathematics; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Mathematics lessons; Mathematikunterricht; Tanz; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Neuseeland
Abstract	Improving educational outcomes for Pasifika learners is a national priority in New Zealand. Long-standing mathematics achievement differences between Pasifika and non-Pasifika indicate that looking beyond usual pedagogies may be essential for enhancing Pasifika student learning. Culturally sustaining pedagogy, drawing from the cultural experiences and values of Pasifika learners, offers strong potential for enhancing practice, but is, as yet, uncommon in most school settings. This article describes the results of a narrative literature review exploring the potential dance may afford as a culturally sustaining mathematics pedagogy for Pasifika learners. The review incorporates literature published between 2000 and 2018 from within and outside education. Findings include that dance has the potential to provide Pasifika learners with positive mathematical experiences that can enhance learning, engagement, achievement and wellbeing. Furthermore, using Pasifika dance pedagogically may help strengthen these learners' Pasifika cultural identities through connecting learning with cultural values, experiences and traditions. Dance can also provide opportunities for validating and appreciating Pasifika families' funds of knowledge and strengthening home-school partnerships. We describe one example of a dance relevant to secondary school mathematics learning, the sasa. Implications for educators using dance as a mathematics pedagogy, including cultural and pedagogical challenges, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01