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awhi_world [2008-12-18 20:14] – 118.93.164.11 | awhi_world [2009-01-22 03:44] – 118.93.84.195 | ||
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A parallel universe uncovered through transdisciplinary facilitation, | A parallel universe uncovered through transdisciplinary facilitation, | ||
- | Primary Location: | + | Primary Location: |
http:// | http:// | ||
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**Background: | **Background: | ||
- | East Papakura is a economically deprived area populated by indigenous maori, pacific island, and migrant groups. It has recently warranted special focus by police and civic authorities due to high rates of criminal activity (drug houses and labs, gang violence, truancy, tagging, theft etc). Initial entry into the area came via the local community constable who needed some community development consultation and expertise. He and his colleagues had initiated the Awhiwraparound Project, an experimental initiative where 11 streets in a square block are given a dedicated police presence and community centre. (Awhi means embrace in Maori) | + | West Papakura is a economically deprived area populated by indigenous maori, pacific island, and migrant groups. It has recently warranted special focus by police and civic authorities due to high rates of criminal activity (drug houses and labs, gang violence, truancy, tagging, theft etc). Initial entry into the area came via the local community constable who needed some community development consultation and expertise. He and his colleagues had initiated the Awhiwraparound Project, an experimental initiative where 11 streets in a square block are given a dedicated police presence and community centre. (Awhi means embrace in Maori) |
In this socially deprived area the physical, digital and imaginal realms have been deactivated and disconnected. There are large tracts of land that are underutilised and abandoned: A set of 6 netball courts that have not been used for ten years, and Te Koiwi Park which is an ancient spring/ | In this socially deprived area the physical, digital and imaginal realms have been deactivated and disconnected. There are large tracts of land that are underutilised and abandoned: A set of 6 netball courts that have not been used for ten years, and Te Koiwi Park which is an ancient spring/ | ||
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**Discovering Awhi** | **Discovering Awhi** | ||
- | While working on the Awhiwraparound project it became clear through a number of peripheral conversations, | + | While working on the Awhiwraparound project it became clear through a number of peripheral conversations, |
Discovery is only recent, but already interworld activity is taking place. | Discovery is only recent, but already interworld activity is taking place. | ||
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{{: | {{: | ||
- | [For reasons of confidentiality | + | [For reasons of confidentiality, and to maintain calm in the face of extremely disturbing and extraordinary phenomenon, the name and exact location of the school is currently hidden] |
** June/July 2008** | ** June/July 2008** | ||
- | * Meeting with [ ]Primary School teachers to meta-plan Awhiworld uncovery project. | + | Meeting with [ ]Primary School teachers to meta-plan Awhiworld uncovery project. |
- | * Alternative Education Students from CEAT Ltd put together music visual exploration of Smiths Avenue Netball Courts. Material is shown at a Matariki (Maori New Year)event (27 June 2008) attended by Mayor of Papakura. M/V asks for physical reactivation of Smiths Avenue space. [[http://un-fiction.blogspot.com/2008/ | + | Alternative Education Students from CEAT Ltd put together music visual exploration of Smiths Avenue Netball Courts. [[http://www.youtube.com/watch? |
- | August 2008 | + | |
- | * Teachers create systematic and detailed lesson plans based around AwhiWorld concept | + | |
August 2008 | August 2008 | ||
- | **25 August 2008** | + | Teachers create systematic and detailed lesson plans based around AwhiWorld concept. Plans for unveiling of world begin in earnest. Expected launch date 25 August |
- | Awhiworld uncovered. | + | **August 08** |
+ | |||
+ | 25 August 2008: | ||
+ | |||
+ | 8.55am | ||
+ | |||
+ | 9.05 am | ||
//"I am from the Patupaiarehe iwi of Pukekiwiriki. | //"I am from the Patupaiarehe iwi of Pukekiwiriki. | ||
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9.15 am teachers rush students to classrooms where messages have been hidden in special boxes somewhere in the classroom. | 9.15 am teachers rush students to classrooms where messages have been hidden in special boxes somewhere in the classroom. | ||
- | **August 08** | ||
Review meeting Teachers update as to activities thus far. Several have introduced a special powerpoint story made up for this programme and based on an old Maori myth of the area. [insert powerpoint]. All teachers are asking students to write or draw about a future earth that is now not able to support life due to current activities. Notes and feedback available in detailed form offline. | Review meeting Teachers update as to activities thus far. Several have introduced a special powerpoint story made up for this programme and based on an old Maori myth of the area. [insert powerpoint]. All teachers are asking students to write or draw about a future earth that is now not able to support life due to current activities. Notes and feedback available in detailed form offline. | ||
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**November** | **November** | ||
- | Gatekeepers and guardians were introduced by Raewyn and Maggie. When asked what portals were the children said: "they take you back in time", "they take you to another dimension", | + | Gatekeepers and guardians were introduced by Raewyn and Maggie. When asked what portals were the children said: "they take you back in time", "they take you to another dimension", |
**December** | **December** | ||
- | Awhiworld rests quietly over the summer season while schools are out. Two new guardians sit in the garden watching over the portals. Work is taking place in the school so that ICT infrastructure is up to date. | + | Awhiworld rests quietly over the summer season while schools are out. Two new guardians sit in the garden watching over the portals. |
**Overall Results** | **Overall Results** | ||
- | Teachers report | + | In general teachers were keen to repeat |
+ | |||
+ | Their comments showed that they saw behavioural shifts as a result of the material and the the children loved it. They also recognised areas for improvement and possibilities for the future. Many of these areas were related to factors that effected the whole school such as poor resources internally and issues related to poverty spilling over into the school at different times. | ||
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+ | Teachers comments as narrative extracts from interviews: | ||
+ | |||
+ | "Great for boys to keep them engaged". "Excellent to stimulate their imaginations". "Much harder work than normal curriculum as you are working with their imaginations rather than hard data". "Fun to not give The Truth..but to play with this with the kids". "Needed a little more focused energy..too many other things going on in the school and couldnt | ||
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+ | My comments: | ||
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+ | * we were unable to explore the digital component of Awhiworld d due to poor ICT capability | ||
+ | |||
+ | * more of my time was needed | ||
+ | |||
+ | * there were too many ideas and not enough resources. | ||
+ | |||
+ | **Overall comment: | ||
+ | |||
+ | * Given that was the case the project was a successful experiment in so far as it developed the teachers and pushed them to extend their learning and practice. It introduced children to different ways of learning maths, science, social science and english making links between some of their leisure activities and learning. It also taught children to pay attention to their environment in a way that they would not have previously. | ||
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+ | More fundamentally, | ||
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+ | The teachers are keen to take the project forward and move it to another level. Integrating this even more fully into the curriculum and the community development initiatives taking place around the school. With further funding and support this is possible, as is the potential to further develop trans-local gardening iniatives | ||
+ | |||
+ | It is an excellent example of ARG's used in educational practice as it was fully integrated into the curriculum | ||