The changing face of students in New Zealand: Are visual arts teachers keeping pace?

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Show simple item record Smith, Jill en 2017-06-21T04:47:54Z en 2017-03 en
dc.identifier.citation International Journal of Education Through Art, March 2017, 13 (1), 43 - 59 en
dc.identifier.issn 1743-5234 en
dc.identifier.uri en
dc.description.abstract The changing face of students in secondary schools in New Zealand is evident from the population statistics in the 2013 national Census. The greatest numbers of young people under 20 years now come from ethnically diverse groups. In contrast, visual arts teachers remain predominantly European-New Zealand. This article reports on research conducted in 2015 which investigated how secondary school visual arts teachers are responding to the increasing ethnic and cultural diversity of their students. It focuses on one key finding - that 16-18 year old students who study visual arts at years 12 and 13 are being empowered by their predominantly European-New Zealand teachers to express their individual identities using three pedagogical approaches. The stories of the students, articulated through the voices of their visual arts teachers, are visualized in examples of their art works. The data illustrates how these teachers are keeping pace, albeit in differing ways. en
dc.description.uri,id=23345/ en
dc.language English en
dc.publisher Intellect en
dc.relation.ispartofseries International Journal of Education Through Art en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from,name=openaccessoption/ en
dc.rights.uri en
dc.title The changing face of students in New Zealand: Are visual arts teachers keeping pace? en
dc.type Journal Article en
dc.identifier.doi 10.1386/eta.13.1.43_1 en
pubs.issue 1 en
pubs.begin-page 43 en
pubs.volume 13 en en
pubs.end-page 59 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 617721 en Education and Social Work en Curriculum and Pedagogy en
dc.identifier.eissn 2040-090X en
pubs.record-created-at-source-date 2017-03-20 en 2017-03 en

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