THE INDIGENOUS FACTOR: THE ROLE OF KAPA HAKA AS A CULTURALLY RESPONSIVE LEARNING INTERVENTION.

The development and implementation of Ng&asline; toi i roto i te matauranga o Aotearoa ((M&asline;ori visual and performing arts) has seen Kapa Haka (a (M&asline;ori performing dance group) emerge as a dynamic and powerful way for many schools and teachers to engage student learning about (M&asline;ori culture, language, and traditions (New Zealand Qualifications Authority, 2002). The main aim of this paper is to focus on the importance Kapa Haka has for (M&asline;ori students, and to outline why many (M&asline;ori students are now actively choosing Kapa Haka as an integral part of their educational programmes. The first part highlights the dilemmas associated with (M&asline;ori underachievement and the move by educators to include more innovative and culturally appropriate learning programmes to support the (M&asline;ori learner. The second part highlights the importance of (M&asline;ori pedagogy as it reflects the cultural dimensions associated with the teaching and learning of (M&asline;ori students. A more innovative approach considers Ng&asline; toi i roto i te matauranga o Aotearoa (M&asline;ori visual and performing arts) document launched in March 2001, and the implementation of NCEA (National Certificate in Educational Achievement) which has helped to raise the educational status of Kapa Haka, supporting many M&asline;ori students to obtain a formal qualification. Finally, the paper considers some of the challenges facing teachers in their attempts to access the benefits associated with the time, energy and effort M&asline;ori students give to Kapa Haka. [ABSTRACT FROM AUTHOR]