Share your own views on the indigenous knowledge and culturally responsive pedagogy.
I have always been interested in culture, both within and outside of New Zealand. Completing my teacher education in Rotorua heightened my awareness to the rich culture we have on our doorstep. Elements were woven through our course that emphasised the importance of The Treaty of Waitangi, Māori tikanga and te reo. I have always been respectful of our New Zealand history and culture. From this point I was determined to challenge myself and make an effort for the learners that I taught. I endeavour to be inclusive by using correct pronunciation, teaching waiata, himene and karakia and the reverence and understanding behind them. It is our way of life in the area we live in - it’s what we know and do.
I have taught in schools in the area and they all have had varying ways of being culturally responsive. I have had professional development where Ka Hikitia – Managing for Success 2008–2012, and Tātaiako (Ministry of Education, 2011) has been unpacked in the school setting. This developed my understanding of my responsibility and the cultural competencies of Ako, Wānanga, Whanaungatanga, Manaakitanga and Tangata Whenuatanga. As Mike Hogan (Edtalks, 2012) mentions it can feel like tokenism, when there are only surface details being attended to and displayed. Thankfully most schools have moved on and are addressing the deeper meaning rather than just ‘ticking the boxes’ at being culturally responsive and adapting pedagogy. At a previous school we were proactive in engaging the Māori community in children’s learning and school life. A group of caregivers and Māori community leaders met regularly with school management to discuss the needs and issues surrounding the education of their tamariki. Communication and relationships were strengthened by this initiative. It was also giving an avenue for the Māori community and how best they could support their children. Success was celebrated and concerns aired. Ideas were voiced as to how to assist “Māori achieving educational success as Māori”. (MOE, 2011) Classroom teachers were encouraged to incorporate aspects of student’s culture into their everyday classroom programs. An agreement was reached with a local marae and it is now a shared space where members of the school community feel welcome. There was protocol that had to be observed and undertaken to come to this arrangement. There was teaching and learning that came from this real life context for both the staff and students. There was student ownership and leadership. Those pupils who had knowledge and experience took the challenge and stepped up as role models to their peers. As Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al. (2011) state “It is important for teachers to invite in, share and incorporate student funds of knowledge into the curriculum”. All of this was a good fit to the school value of ‘Whanaungatanga’.
Communication
I am two terms into a different school this year. I am coming to grips with school life and my new position. In our school charter there is the following section. It sits below the vision, mission statement, and core values. We haven’t officially revisited the ‘Cultural Competencies’ this year. This is something I believe should happen as a poignant reminder for all students and staff - especially important when there has been a change in personnel. Presently we are actively delivering some of these
competencies however more communication and consultation with the Māori community is required. Recently our new school Board of Trustees was elected. There is a large representation of Māori parents so I hope they can rally the community and get others more involved in school life, for the benefit of everyone. I believe this is one area we could make improvements in.
Resources
This year a teacher has been employed who speaks fluent Te Reo. Part of his role is to have teaching time in every room in our small school. It has been great to question him and seek guidance on matters I am unsure of. Initially he has used waiata to help with the learning. The children have responded well, to his teaching style and delivery. Recently I have had a new entrant start school who speaks fluent Māori and attended Kohanga Reo for his pre-school education. He is a wonderful help and has enjoyed being the ‘teacher’ not only for his classmates but also for me. I am determined to maintain some of his skills. As Professor Russell Bishop (2012) details it is imperative to have “caring and learning relationships” as discussed in this video. This student enjoys the empowerment of being ‘the expert’. At first he was reserved, however after a few weeks he beams when asked to demonstrate or explain. His favourite phrase is ‘we’ve got lots of mahi today’. Now everyone knows and understands this! This is an example of “teaching in a culturally responsive way which involves power sharing—tuakana teina in action”. (Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al, 2011)
I have changed some of the classroom interactions and the way I give instructions to embrace the differences within my children. Learning styles are taken into account. Cooperative group and peer learning are integrated into my program. (Gay, 2002) I am culturally aware and continue to work on relationships and my cultural responsiveness. As Bishop (2012) mentions relationships are paramount to educational performance.
References:
Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al.(2011).Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki. Wellington: Teaching Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf
Edtalks. (2012, May 30). Hogan, M. Culturally responsive practice in a mainstream school. [video file].Retrieved from https://vimeo.com/43097812
Edtalks. (2012, September 23). Bishop, R. 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.
Ministry of Education. (2011). Cultural Competencies for Teachers of Māori Learners ‐ Tātaiako. Retrieved from http://temangoroa.tki.org.nz/Stories/Tataiako‐Cultural‐Competencies
Ministry of Education (2009) Ka hikitia – Managing for Success: The Mäori Education Strategy 2008-2012 Retrieved from http://www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/Ka-Hikitia/KaHikitia
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