Re-imagining student success: Integrating strategy and action through an Indigenous lens.
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| Title: | Re-imagining student success: Integrating strategy and action through an Indigenous lens. |
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| Authors: | Peterson, J. Fiona1 fiona.peterson@aut.ac.nz, Ka'ai, Tania1 tania.kaai@aut.ac.nz, Smith, Valance1 valance.smith@aut.ac.nz, McPherson, Kathryn1 kath.mcpherson@aut.ac.nz |
| Source: | Art, Design & Communication in Higher Education. Oct2023, Vol. 22 Issue 2, p209-239. 31p. 1 Diagram, 4 Charts. |
| Subject Terms: | *Learning strategies, *Diversity in education, *Inclusive education, *Creative thinking, *Teaching methods, *Curriculum, Maori (New Zealand people), Social belonging |
| Abstract: | Enhancing student success has been increasingly a focus for universities. But the context has changed, with complex challenges including a global pandemic, rapid digital transitions and greater diversity with related inclusion needs. Creative thinking is essential to address what student success could (and arguably should) look like and be. In this article we utilize Appreciative Inquiry to rethink current knowledge and practice. We refer specifically to our context in Aotearoa New Zealand, where data shows that a change in approach is needed particularly for Māori students, Pacific students and other 'new' learners. We explore a different way of working and learning – 'mahitahi' – and argue that improving outcomes requires more than incremental or tactical shifts in action. We propose a re-imagining of diversity, inclusion and success for sustained transformation. Integrating Indigenous approaches to knowledge into innovative frameworks, adapting future-focused curriculum and creative practice pedagogy in the process, could benefit all students across disciplines. [ABSTRACT FROM AUTHOR] |
| Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 173887854 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Re-imagining student success: Integrating strategy and action through an Indigenous lens. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Peterson%2C+J%2E+Fiona%22">Peterson, J. Fiona</searchLink><relatesTo>1</relatesTo><i> fiona.peterson@aut.ac.nz</i><br /><searchLink fieldCode="AR" term="%22Ka'ai%2C+Tania%22">Ka'ai, Tania</searchLink><relatesTo>1</relatesTo><i> tania.kaai@aut.ac.nz</i><br /><searchLink fieldCode="AR" term="%22Smith%2C+Valance%22">Smith, Valance</searchLink><relatesTo>1</relatesTo><i> valance.smith@aut.ac.nz</i><br /><searchLink fieldCode="AR" term="%22McPherson%2C+Kathryn%22">McPherson, Kathryn</searchLink><relatesTo>1</relatesTo><i> kath.mcpherson@aut.ac.nz</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Art%2C+Design+%26+Communication+in+Higher+Education%22">Art, Design & Communication in Higher Education</searchLink>. Oct2023, Vol. 22 Issue 2, p209-239. 31p. 1 Diagram, 4 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+thinking%22">Creative thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Maori+%28New+Zealand+people%29%22">Maori (New Zealand people)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+belonging%22">Social belonging</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Enhancing student success has been increasingly a focus for universities. But the context has changed, with complex challenges including a global pandemic, rapid digital transitions and greater diversity with related inclusion needs. Creative thinking is essential to address what student success could (and arguably should) look like and be. In this article we utilize Appreciative Inquiry to rethink current knowledge and practice. We refer specifically to our context in Aotearoa New Zealand, where data shows that a change in approach is needed particularly for Māori students, Pacific students and other 'new' learners. We explore a different way of working and learning – 'mahitahi' – and argue that improving outcomes requires more than incremental or tactical shifts in action. We propose a re-imagining of diversity, inclusion and success for sustained transformation. Integrating Indigenous approaches to knowledge into innovative frameworks, adapting future-focused curriculum and creative practice pedagogy in the process, could benefit all students across disciplines. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=173887854 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1386/adch_00075_1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 209 Subjects: – SubjectFull: Learning strategies Type: general – SubjectFull: Diversity in education Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Creative thinking Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Maori (New Zealand people) Type: general – SubjectFull: Social belonging Type: general Titles: – TitleFull: Re-imagining student success: Integrating strategy and action through an Indigenous lens. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Peterson, J. Fiona – PersonEntity: Name: NameFull: Ka'ai, Tania – PersonEntity: Name: NameFull: Smith, Valance – PersonEntity: Name: NameFull: McPherson, Kathryn IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1474273X Numbering: – Type: volume Value: 22 – Type: issue Value: 2 Titles: – TitleFull: Art, Design & Communication in Higher Education Type: main |
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