Visually us: Validating the Curriculum for Māori Students

Abstract

Visual language has formally been recognised within the New Zealand Curriculum Framework (1993) as a genuine and justifiable form of communication and an instrument for language development. It is promoted even further as part of a vital medium for transmitting values and culture. Historically, language for Māori has been oral and visual. Written language came with the arrival of the Pākehā and it has, along with oral language, been the foundation upon which the education system has built over the years. With the evolution of new media technologies, visual language has only recently been recognised as a valid form of communication to be studied outside the more traditional realm of visual art, in other curriculum areas such as English. In my years as a teacher over the past two decades I have made the observation that Māori students appear to respond and communicate strongly in the area of visual language. With the growing awareness in our society today of Māori student disenchantment with our current education system, particularly at secondary school level, I have been enthusiastic to investigate this observation of mine in a formal manner. The intended outcome of this investigation was to find a way of getting Māori students to become engaged in their learning in the mainstream education setting. This study uses a qualitative approach while also taking into account, discussions on ethics pertaining to research in a Māori context. It is an action research using a case study of a fifth form School Certificate English class in a mainstream school where 37% of the students are Māori. The percentage of Māori students in the class sample for the case study is also 37%. During the second term of the school year, the students were given the opportunity to work with visual media, namely video and film. They worked through a video production unit where they learnt to manipulate tools and images to produce a message. They also studied as visual text, two feature films, both authored and directed by Māori. The students were interviewed and given a questionnaire prior to the project, in order to determine their attitudes towards their subjects, and aspects of English in particular. During the project observations were made where possible and the teacher was interviewed before, during and after the two units were taught. The students evaluated the video production and film-as-literature units and were interviewed a second time, following the project. They were also given the same questionnaire as prior to the units. The findings of this study are considered in view of the fact that only one class was sampled. Other factors such as researcher role are also discussed so that findings from the study can only act as indicators rather than conclusive evidence of certain trends. It was found that in many aspects of the study, student attitudes did not significantly vary in terms of Māori and non-Māori responses. However, one smaller group of Māori students, who were members of a Māori enrichment class stream within the school, did have significantly distinctive responses to the Māori authored film. The findings did show that confidence in a subject, the meaningfulness of the content and enjoyment of the learning process are significant factors in motivating these students in their learning. They also feel a sense of achievement when the learning is tangible. Although students' styles of learning may vary, their responses were generally positive in relation to the collaborative, student-centred nature of the video production unit where the students had ownership of their task. Responses from the Māori students, particularly members of the Māori enrichment stream, suggest a strong empathy with material that reflects their own culture and world view. This suggests a place for Māori authored material in motivating Māori students in their learning.