Poipoia kia pŪĀwai: A project to explore growth into leadership and cultural appropriacy in preservice teacher education

Abstract

The chapter outlines a collaborative project between colleagues within a New Zealand teacher education program who have an ongoing commitment to work together and grapple with issues of cultural relevance and emergent leadership within their preservice teacher education program. Here the authors revisit the form, content and delivery of an undergraduate course in curriculum drama to consider how to engage Māori student teachers, be culturally relevant, and yet challenge some preconceptions about drama as a learning area and a pedagogy. The chapter describes the conversations that took place, the strategies that were tried, the responses of students and teachers, and the shifts in understanding that were reported by those involved. Rather than offering any suggestion of objective “hard data,” this is a story told as honestly as possible, by participants in an exchange. It is a story, we suggest, of quiet nurturing (poipoia – supporting in growth) and unfolding (kia pūāwai – blossoming and unfolding) and the fostering of leadership at various levels.

Citation

Aitken, V. and Kana, P. (2010), "Poipoia kia pŪĀwai: A project to explore growth into leadership and cultural appropriacy in preservice teacher education", Normore, A.H. (Ed.) Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership (Advances in Educational Administration, Vol. 11), Emerald Group Publishing Limited, Leeds, pp. 143-162. https://doi.org/10.1108/S1479-3660(2010)0000011011