Week 31 – Indigenous Knowledge and Cultural Responsiveness

Activity 7: What is culturally responsive pedagogy?

I will use Rolfe et al’s (2001) reflective model to reflect and show my understanding of indigenous knowledge and cultural responsiveness in relation to.

Step 1: What?

My understanding of Indigenous knowledge and cultural responsiveness is to accept the values, beliefs, traditions, culture and pedagogy of another person. We are extremely fortunate of the multi-cultural society that we live in. Here in Rotorua I teach at the largest high school with 1400 students and 120 staff. Over 60% of students and staff are Māori. We cater for a diverse background of students. From a full immersion Māori unit to offering different languages for options. Our School Wide initiative Kia Eke Panaku supports our education programmes in assisting teachers and giving them the tools to close the gaps between Māori and non-Māori achievement. We have a strong vision and core values that we try to instill in our students. We come from a long line of Heights traditions and customs. As Gay (2002), explained that cultural responsiveness is “using the cultural characteristics, experiences and perspectives as conduits for effective teaching.” Our community of learning groups consists of different curriculum areas supporting one another to achieve a common goal which is for student’s authenticity.     

Step 2: So What?

“Teachers can create culturally responsive pathways…. by incorporating children’s and communities’ funds of knowledge into the curriculum.” This ongoing inclusive process requires teachers to be aware of their environment always acknowledging the past, present and future. Relationships need to develop while building the foundations for student achievement and success. Whānau play a crucial role in the developmental of the child. Where the child is paramount to the learning as a whole. This is an important process to adhere to and open communication is the key. Making positive connections and as an educator working alongside your learner, believing in their ability. Ensuring student agency and ownership is present in the classroom environment. I encourage autonomy and acceptance of the others by owning their own cultural backgrounds. Russell Bishop’s view on being culturally responsive in the classroom context allows for Māori learners to bring their learning, experiences, and culture traditions into a setting that is accepted, acknowledged and valued.     

Step 3: Now What?

The school has embraced Kia Eke Panaku and from here Poutama Pounamu as guiding principles when being a culturally responsive teacher. Milne (2017) makes a valid point about that schools should know what success looks like for our Māori and Pasifika students. That a student’s cultural identity is an integral part of who they are and where they come from. Using Ann Milne’s (2017) ‘Action continuum – eliminating white space’ to reflect and evaluate where we are as a school. Our school is so vast and expansive in terms of where we actually sit. We have such a diverse group of leaders and teachers that on Milne’s continuum we merge and cross over from one to another. At the end of the day as classroom teachers and professionals you have to critically reflect as how you have been culturally responsive. The latest ERO report sums up our school:

·       The culture and identity of Māori students is strongly celebrated.

·       All stakeholders have a sense of belonging and pride.

·       Manaakitanga, whanaungatanga and a focus on excellence underpin aspects of school life and culture.

·       Māori cultural identity is at the heart of the school. The school is highly successful in celebrating the identity, culture and language of its Māori students. Māori students have a key role in providing leadership for students throughout the school.

·       Te Arawa protocols are an integral part of school practices and are strongly evident in karakia, pōwhiri and waiata. Kaumātua are highly valued and are active participants within the school.

·       Te Akoranga provides an opportunity for students to learn through the medium of te reo Māori. Students enjoy high levels of success and achievement in te reo. There is an option for all students to learn te reo Māori at each level of the school.

·       A significant proportion of the staff is Māori. They are represented at all levels of leadership in the school and are positive role models for students.

·       Māori students are actively engaged in their learning, enjoy high levels of success both academically and in all school activities, and have a strong sense of belonging in the school.

For a school of this capacity to be culturally responsive in the future all stakeholders must be on board for this initiative to thrive. I am humble and proud to be a part of it.

References:

Bishop,R., Berryman, M et al.(2004. Effective Teaching Profile / The Development of Te Kotahitanga Retrieved from http://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile 

CORE Education. (2017, 17 October). Dr Ann Milne, Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. [video file]. Retrieved from https://www.youtube.com/watch?v=5cTvi5qxqp4&feature=em-subs_digest    

Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al. (2011). Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki. Wellington: Teachers Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf

Edtalks. (2012, September 23). A culturally responsive pedagogy of relations. [video file]. Retrieved from https://vimeo.com/49992994

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education, 53(2), 106-116