title: Teaching for transformation:Reflective practice for transformative dance education in children's community dance

authors: Walus, Liahona

subjects: Dance

abstract: Dance is a marvelous developmental tool for holistic growth (Graham, 2002; H'Doubler, 1940). In current times, dance opportunities for children are generally found in the dance studios and reserved for those with money, time, or talent. In many such cases, dance classes amis towards examinations, driven by traditional dance pedagogy: typically, authoritative and mechanical transmission of steps and skills (Coe, 2003; Shaprio, 1999; Stinson, 2016). In comparison, the New Zealand public school system offers a comprehensive dance curriculum designed for all children to approach dance as holistic creative development (Ministry of Education, 2018). However, the potential of the current curriculum is not realised for various reasons (Bolwell, 2014; Buck & Snook, 2017; Cheeseman, 2009). Therefore, there exists a need in Aotearoa New Zealand for accessible and quality dance education for our children to experience the benefits of participation in dance. There are some small recreational dance offerings in studios and community settings that are bridging the gap between skills and creativity, by offering learner-centered pedagogy and increasing accessibility and democracy in the dance sector (Buckek, 1992; Burnidge, 2012; Dragon, 2015; Dyer, 2009; Green, 2007; Sansom, 2011). 	Transformational learning is an objective of learner-centered or democratic dance education and is discussed by dance scholars (Antilla, 2015; Bond & Stinson, 2000/2001). Additionally, scholars note the importance of teacher’s reflective practice to facilitate transformation because reflective practice provides educators with a critical lens to challenge traditional or authoritarian pedagogical models, which have been found socially and educationally problematic (Bright, 2013; Duda & Quested, 2011; Risner, 2009, 2017; Shapiro, 2016; Stevens & Huddy, 2017; Tembrioti & Tsangaridou, 2013; Warburton, 2008). Where there is rigourous discussion about these topics in higher education (with adults) there is limited research on transformation and reflective practice within dance for children of primary age, particularly in New Zealand and so this ethnographic study aims to illuminate our country’s own unique pedagogical practices in community/recreational dance. This focus on our own context may contribute to a greater understanding of our unique value systems that inform transformative learning through dance for children in New Zealand, and further insight into how reflective practice is utelised to facilitate it.

text: Teaching for transformation:Reflective practice for transformative dance education in children's community dance Dance is a marvelous developmental tool for holistic growth (Graham, 2002; H'Doubler, 1940). In current times, dance opportunities for children are generally found in the dance studios and reserved for those with money, time, or talent. In many such cases, dance classes amis towards examinations, driven by traditional dance pedagogy: typically, authoritative and mechanical transmission of steps and skills (Coe, 2003; Shaprio, 1999; Stinson, 2016). In comparison, the New Zealand public school system offers a comprehensive dance curriculum designed for all children to approach dance as holistic creative development (Ministry of Education, 2018). However, the potential of the current curriculum is not realised for various reasons (Bolwell, 2014; Buck & Snook, 2017; Cheeseman, 2009). Therefore, there exists a need in Aotearoa New Zealand for accessible and quality dance education for our children to experience the benefits of participation in dance. There are some small recreational dance offerings in studios and community settings that are bridging the gap between skills and creativity, by offering learner-centered pedagogy and increasing accessibility and democracy in the dance sector (Buckek, 1992; Burnidge, 2012; Dragon, 2015; Dyer, 2009; Green, 2007; Sansom, 2011). 	Transformational learning is an objective of learner-centered or democratic dance education and is discussed by dance scholars (Antilla, 2015; Bond & Stinson, 2000/2001). Additionally, scholars note the importance of teacher’s reflective practice to facilitate transformation because reflective practice provides educators with a critical lens to challenge traditional or authoritarian pedagogical models, which have been found socially and educationally problematic (Bright, 2013; Duda & Quested, 2011; Risner, 2009, 2017; Shapiro, 2016; Stevens & Huddy, 2017; Tembrioti & Tsangaridou, 2013; Warburton, 2008). Where there is rigourous discussion about these topics in higher education (with adults) there is limited research on transformation and reflective practice within dance for children of primary age, particularly in New Zealand and so this ethnographic study aims to illuminate our country’s own unique pedagogical practices in community/recreational dance. This focus on our own context may contribute to a greater understanding of our unique value systems that inform transformative learning through dance for children in New Zealand, and further insight into how reflective practice is utelised to facilitate it.

year: 2019

title: Future research

authors: Holm, Nils G.

subjects: natural system

abstract: What field studies need to be carried out in order to test the hydrotherrnal model for the origin of life? This question was already raised in 1989 by the workshop in Prague on 'Chemical Evolution and Neo-Abiogenesis in Marine Hydrothermal Systems' (Holm, 1990). The full range and diversity of hydrothermal environments can only be revealed if more exploration work is carried out on a world-wide basis. Much progress has been made in understanding the controls on the hydrothermal fluids of individual areas, but extension to a global context remains difficult (cf. Von Datum, 1990). In Chapter 2 off-axis hydrothermal systems are discussed, pointing out that only minor surveys have been directed towards this type of hydrothermal activity, even though the amount of water which circulates through off-axis systems is estimated to exceed that of on-axis systems by a factor of between 20 and 25.

text: Future research What field studies need to be carried out in order to test the hydrotherrnal model for the origin of life? This question was already raised in 1989 by the workshop in Prague on 'Chemical Evolution and Neo-Abiogenesis in Marine Hydrothermal Systems' (Holm, 1990). The full range and diversity of hydrothermal environments can only be revealed if more exploration work is carried out on a world-wide basis. Much progress has been made in understanding the controls on the hydrothermal fluids of individual areas, but extension to a global context remains difficult (cf. Von Datum, 1990). In Chapter 2 off-axis hydrothermal systems are discussed, pointing out that only minor surveys have been directed towards this type of hydrothermal activity, even though the amount of water which circulates through off-axis systems is estimated to exceed that of on-axis systems by a factor of between 20 and 25.

year: 1992

title: Māori & Psychology Research Unit Annual Report 2015

authors: Waitoki, Waikaremoana

abstract: The Māori and Psychology Research Unit (MPRU) was established in August of 1997. The Unit acts as a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Māori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the School of Psychology, the Faculty of Arts and Social Sciences, the wider University and general community.

text: Māori & Psychology Research Unit Annual Report 2015 The Māori and Psychology Research Unit (MPRU) was established in August of 1997. The Unit acts as a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Māori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the School of Psychology, the Faculty of Arts and Social Sciences, the wider University and general community.

year: 2015