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マオリ・ハカ:日本人大学生のモチベーションに与える影響
https://sendai-u.repo.nii.ac.jp/records/2000327
https://sendai-u.repo.nii.ac.jp/records/200032779b99784-e3f5-4c36-bccc-6d3c32f492bc
名前 / ファイル | ライセンス | アクション |
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||
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公開日 | 2025-04-07 | |||||||||||||
タイトル | ||||||||||||||
タイトル | マオリ・ハカ:日本人大学生のモチベーションに与える影響 | |||||||||||||
言語 | ja | |||||||||||||
item_10002_alternative_title_1 | ||||||||||||||
その他のタイトル | The Māori Haka: Impacts on Japanese Tertiary Student’s Motivation | |||||||||||||
言語 | en | |||||||||||||
資源タイプ | ||||||||||||||
資源タイプ | departmental bulletin paper | |||||||||||||
アクセス権 | ||||||||||||||
アクセス権 | open access | |||||||||||||
アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||||||
著者 |
Jerry Parangi
× Jerry Parangi
× Phillip Borell
× Matthew Cotter
× Koji Ishizawa
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著者(英) | ||||||||||||||
姓名 | Jerry Parangi | |||||||||||||
言語 | en | |||||||||||||
著者(英) | ||||||||||||||
姓名 | Phillip Borell | |||||||||||||
言語 | en | |||||||||||||
著者(英) | ||||||||||||||
姓名 | Matthew Cotter | |||||||||||||
言語 | en | |||||||||||||
著者(英) | ||||||||||||||
姓名 | Koji Ishizawa | |||||||||||||
言語 | en | |||||||||||||
抄録 | ||||||||||||||
内容記述タイプ | Abstract | |||||||||||||
内容記述 | “Haka” (a form of traditional Māori dance and performance) can be compared to meditative and other martial art traditions which encapsulate, form, technique, philosophies and impart cultural knowledge and the continued practice leads to the preservation of intangible cultural knowledge (McArthur & Sutton, 2021). Haka is also an embroidery of Māori history and mythology that maintains concepts of mana (prestige, authority, power, influence), mauri (life force), and wairua (spirit or soul) (Henare 2001; Clemente 2017, cited in McArthur & Sutton 2021). Furthermore, synchronized dancing and chanting such as haka deepens social bonds between participants while developing cohesion within the group. The inherent elements of haka display a uniqueness in a traditional culture, and this association of retracing the migration of Māori from Taiwan then down through the south pacific, stimulates interest of the subject group in this study to other indigenous cultures specifically, Māori culture. Whether observing or performing the traditional Māori haka, it’s influence can be impactful. This research examines the impact that haka had on a class of twelve male students studying in a specialized liberal arts course. A component of the course focusses on the influence of Māori culture on sports, in Aotearoa, (New Zealand), with specific reference to rugby union and culminates in the learning and performance of haka. The research shows that through studying about haka, students’ intrinsic motivation, the interest that leaners develop from performing an action or an activity (Ellis, 2008) to learn more about Māori culture and Aotearoa, had increased. The lead author, an indigenous New Zealand Māori male, with over 20 years’ experience in performing traditional Māori haka throughout Japan and Asia has seen firsthand the eagerness of participants engaging in haka to learn more about the Māori culture. Two of the supporting authors are also Māori males, both with expertise in Māori performing arts (including haka) and kaupapa Māori research (Māori research and evaluation done by Māori, with Māori and for Māori). Kaupapa Māori research is informed by tikanga Māori, or Māori ways of doing things. The belief of the authors is that haka has the potential to have an impact on people who are exposed to it (more specifically people who are engaged physically when learning the haka), and that this can lead to an increase in student’s motivation to learn about Māori culture and Aotearoa. This research provides background information pertaining to Māori, haka and their origins and the usage of haka in contemporary times. We also discuss the research methodology, analysis of surveys and reports from the subject group which showed an increase in students’ basic knowledge of haka, their affection towards it had changed and their interests towards indigenous cultures had increased through this experience of learning haka. A variation of the Likert scale was implemented to survey the subject group utilizing a scale of 1~10. 1 defined as minimal through to 10 defined as high. |
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言語 | en | |||||||||||||
書誌情報 |
ja : 仙台大学教職支援センタージャーナル 号 3, p. 26-40, ページ数 15, 発行日 2025-03-20 |
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出版者 | ||||||||||||||
出版者 | 仙台大学 | |||||||||||||
言語 | ja | |||||||||||||
ISSN | ||||||||||||||
収録物識別子タイプ | ISSN | |||||||||||||
収録物識別子 | 2759-2715 |