Jane Henry

Open University, London [United Kingdom]

View CV

Robin Usher

RMIT University, Melbourne [Australia]

Tony Saddington

University of Cape Town [South Africa].

Experiential Learning Practice & Traditions.

This will start with an introductory session led by Jane Henry, focusing on Experiential Learning Practice. This presentation will outline the 8 different approaches to experiential learning Jane Henry identified after the first ICEL conference as a result of a survey of participants at that conference. It will explain how these relate to the four EL villages. She will then present the different strategies and assessment methods normally adopted in Personal development, Social learning, Prior Learning and Problem based learning and raise some possible shortcomings in each. This will be followed by sessions led by Tony Saddington - Experiential Learning Traditions, and Robin Usher - Deconstructing Experiential Learning.

University of Auckland, and Tukaki Waititi, Consultant on Social Work, Kaikohe [New Zealand].

Körero Tahi: A workshop for facilitators (Invitational).

Katerina Mataira

Raglan [New Zealand]

Te Ripowai Higgins

Victoria University of Wellington [New Zealand]

Erana Mataira

Te Ataarangi Programme, Waikato Polytechnic, Hamilton [New Zealand]

Te Ataarangi: A Methodology and a Philosophy for Mäori Language Revitalization.

reo@wave.co.nz

Mae Kirkpatrick, Deborah Draney, Audrey Nielson, Carol Michel, Lori Tresierra, Deborah Canada, Muriel McArthur, Derek Lea, Bill Kohen, Trudine Dunstan, Sarah Giddings, Sharon Gordon, Margaret Wilson, and Kamuela Ka'ahanui.

Simon Fraser University, British Columbia. [Canada]

Experiential Learning: A Policy to Honour All. [Extended interactive workshop].

View Mae Kirkpatrick's CV | View Audry Nielson's CV | View Bill Kohens CV | View Carol Michel's CV | View Deborah Draney's CV | View Deborah Canada's CV | View Derek Lea's CV | View Kamuela Ka'ahanui's CV | View Lori Tresierra's CV | View Margaret Wilson's CV | View Muriel McArthur's CV | View Sarah Gidding's CV | View Sharon Gordon's CV | View Trudine Dunstan's CV

cbk@sfu.ca

Susan F. Graham & The AUT Dance Lecturing Team

Auckland University of Technology [New Zealand].

Dance: the Ultimate Experiential Learning Process.

This presentation/workshop will offer participants the opportunity to understand and experience the power and scope of dance as perhaps the oldest experiential learning process that exists. Members of the Auckland University of Technology Dance Lecturing Team will lead safe and simple movement experiences that will illustrate why dance is the 'ultimate experiential learning process'; The roles of dance in education and society will also be surveyed and recent educational, sports science, sociological and psychological research supporting our claims reviewed. This presentation/workshop relates closely to Villages 2, 3 and 4.

We will offer within this presentation/workshop some insights for international visitors into aspects of our unique New Zealand culture and history.

Wayne Taurima, Michael Cash, David Hornblow, & Choir,

School of Management, The Open Polytechnic, Lower Hutt [New Zealand].

The fifth village? A bicultural reconciliation of people, ideas, activity and aroha?

For some years, as bicultural or Kaupapa Maori researchers, we have been seeking to inquire into what makes Maori business "Maori". After consultation with our mentors we decided in this second phase of our inquiry to focus on a Maori tertiary education institution, or Wananga. The question then became what makes a Wananga a "Wananga"? We saw this as the "inside story", the story from within, convinced that no amount of externally focused "research" would give this inner story. As with our earlier monograph, Tumatanui, which gave the "inside story" of a group of Maori funeral directors, we used a form of "narrative inquiry" to give the story of a whanau group from Te Wananga-O-Aotearoa, the largest and longest established Wananga in Aotearoa New Zealand, whose central campus is in Te Awamutu. In addition to the stories of our knowledge carriers, we sought to explore the critical basis of these stories and, by implication, of the Wananga itself. We did this by using two methodologies, one European and the other Maori.

Perhaps, in our exploration, we stumbled across a "Fifth Village", with aspects of but contextual differences from Villages One, Two, Three and Four with their emphases, respectively, on recognition of prior learning, purposive and structural change, consciousness raising, and personal and group growth and development (Weil and McGill 1989). This Fifth Village has as its life-blood bicultural togetherness, collaboration, guardianship, sustainability, localisation and love (aroha). It may well reflect an emancipatory learning model that in the words of one of our knowledge carriers, Marie Panapa, has the potential "to weave a web of understanding throughout the world, especially for indigenous peoples".

The presentation of our paper at the ICEL Conference promises to be a much-more-than-a-seminar, much-more-than-a-workshop event. Knowledge carriers, a choral group and the research facilitators will provide a unique blend of words, music, dialogue and learning.