Abstract:
New Zealand is a country in which the indigenous Maori people are protected by Te Tiriti o Waitangi-The Treaty of Waitangi (1840). Under the Treaty, teachers and students are required to honour its principles and become cognisant of Maori art, language and culture. Although art teachers in New Zealand are predominantly European (Pakeha), this research addressed the role that four teachers played, regardless of their ethnicity, in promoting Maori student achievement in art education in secondary schools. The findings highlight the effects of education policy, curriculum and assessment, teacher disposition, and culturally inclusive pedagogy in art education for indigenous students.
