Tatau Pounamu: embedding Māori concepts and values into a Western tertiary art and design curriculum
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This thesis critically examines how Māori concepts can be integrated into a tertiary art and design programme, enabling students to experience a bi-world view curriculum that is reflective of the principles of partnership, protection and participation embodied in Te Tiriti o Waitangi (Treaty of Waitangi) in Aotearoa New Zealand. This thesis investigates how embedding Mātauranga Māori into tertiary art and design curriculum alongside Western knowledge creates a stronger curriculum (a bi-world view curriculum) that equips students with a skillset that empowers them to participate more equitably and with confidence in their art and design communities, locally, nationally and internationally. Students’ attitudes towards a bi-world view curriculum are analysed in a case study of tertiary art and design students enrolled in a certificate art and design programme delivered at an urban marae. This case study investigates whether students benefitted from the fusion of Western and Māori knowledge and the experience of learning in a Māori context. Māori and Western models and theories related to teaching and learning are examined to illustrate how the fusion of Western and Māori knowledge can inform a new art and design curriculum that reflects Te Tiriti o Waitangi and the principles contained within it; to encourage tertiary art and design education providers to review their curriculum.