Week 28 – Indigenous knowledge and cultural responsiveness

Week 28 – Indigenous knowledge and cultural responsiveness in my practice

There is no doubt that the learning gap between Maori and Non-Maori is there. Bishop in Edtalks (2012) made me think a lot about my own cultural responsiveness in relation to the students I work with. I am very responsive to the cultural aspects of Maori culture, but is this showing more of an awareness of indigenous knowledge over being truly culturally responsive?

Where we come from historically helps us understand the importance of being culturally responsive in today’s classroom.  Bishop (2012) talks about the disparities, both economically and socially, that we need addressing. He used a metaphor to explain the accumulation of debt owed to Maori people. The fiscal deficits, New Zealand debt, is the amount of debt each person has because of our country’s debt. Through the years there has been an accumulation of achievement gaps between Maori and Non-Maori which can be seen as the debt owned by society to people who have not been able to achieve in our Education system.

We need to understand what is needed to create a learning context where young Maori people can bring themselves, and their experiences, to their learning. At a professional development stay at a Marae recently, the speaker spoke to us about how Maori students wear their korowai to school, but are often expected, or compelled, to leave them at the gate. This implies that Maori students do not feel their culture and understandings are truly accepted, limiting their ability to be themselves. We need to make sure our students know how to keep their korowai on, and be true to their culture and heritage.

According to Bishop, an effective teacher practises 6 things daily:   

1. Care for Maori as Maori
2. Care for performance of Maori – high expectations. Let Maori be Maori and own the knowledge they bring to classroom
3. Manage classroom  making this happen
4. Pedagogy  - interactions with Maori,  Co-construction of learning
5. Range of strategies used effectively
6. Use a range of evidence of performance to guide teaching. Ensure students know about outcomes in a formative way.

An important learning for me has been from  research focused on science learning but applies to all classrooms (Cowie et al, n.d). Students need the opportunity to show their learning in different ways. Maori students can respond best when teaching younger students, as fits with their culture, an excellent way to show their learning in a learning setting.

My school encourages whanau and community involvement, with a lot of success. Student led conferences have a high percentage of success, and the newly introduced “check and connect” times give families another opportunity to become involved with the school.  Parents and family are encouraged to coach sports teams, help with school events, and attend as parent helpers on trips.

My school ensures that students maintain the integrity of their own cultural values and identity through  powhiri, waiata, karakia in classes, kapahaka, Pasifika group, and more. There is always a range of options for students to become involved in cultural activities. The whole school will be visiting a Marae this year, and participating in the learning before, during and after the event.

Culturally responsive pedagogy is described by Gay (2010) as teaching to and through student’s personal and cultural strengths, their intellectual capabilities, and prior accomplishments. With the support schools need to implement this effectively, progress will continue to be made.

 

References:

Cowie, B, Otrel-Cass, K, et. al.  (n.d) Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki. 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.

Te Toi Tupu. (n.d.). Pasifika: Participation, Engagement, Achievement tool. Retrieved from http://www.tetoitupu.org/pasifika-participation-engagement-achievement-tool