Week 31: (Activity 7) Indigenous Knowledge and Cultural Responsiveness in my Practice
To examine the context of Indigenous Knowledge and Cultural Responsiveness within my school practice I will again refer to the Model of Rolfe, Freshwater & Jasper (2001) as a reflective guide.
Step 1: WHAT?
As an educator from a predominantly European/Pakeha heritage, I easily acknowledge that I come from a significantly different background to the heavy majority (80% +) of Maori students at my current school. I understand that as culturally sensitive, interested and open-minded as I may feel, Milne's (2013) notion is relevant, in that my ethnic background may tint the "lense" from which I understand my students as learners in our classrooms. To be an effective educator and culturally responsive to my students, I therefore need to be optimally mindful of this in my practice.
Gay (2001) defines culturally responsive pedagogy as “using the cultural characteristics, experiences and perspectives as conduits for effective teaching." (p.106). I feel that it is omnipotent to genuinely believe in the worth of each student as an individual, alongside valuing their cultural identity in order to be trusted to guide them successfully on their unique learning journeys. As Milne (2017) asserts this is not reflected by schools that base their cultural interactions around celebrating one off events but involves integrating ideas and insights into our everyday teaching to demonstrate true cultural responsiveness.
Our school is making a conscious effort to foster the indigenous knowledge of our community and be culturally responsive to the needs of our students and their Whanau. We have done this explicitly with our endeavours to create Kotahitanga (Unity) with our community and create opportunities to define and practice the core values of Mana, Awhinatia, Manaakitanga and Respect with our students in a variety of ways such as through school activities as well as within our daily classroom practice.
Step 2: SO WHAT?
The action continuum derived from Milne (2017), places my school in the green box where culturally-centred structures and practices are embedded, although moving towards the red box with the support of the strong Maori-lead teachers within our school. New and visiting students and staff are welcomed to the school with a Powhiri, all students are part of a Whanau group where we come together first thing in the morning each day, explore our Kotahitanga values through targeted activities and games, recite daily Karakia and sing Waiata. We have an extensive and dedicated Kapa Haka group, Poi and Rakau practise and many weekend long Kapa Noho (onsite stays) throughout each term to build the relationships between staff and students and enhance their cultural performance practice.
The majority of teachers at the school hold high expectations for our students, although there are those at times, who in defeated moments may harbour feelings that students may be suffering a social and cultural deficit that predisposes them to low achievement. Bishop and Berryman (2009) affirm that agentic thinking by teachers is what is needed, this "...means that they see themselves as
being able to solve problems that come their way and
having recourse to skills and knowledge that can help
all of their students, and that they believe all of their
students can achieve, no matter what." (p.29). To encourage these teachers to adopt a consistently positive and confident mindset to best serve their students, Unitec's Poutama reminds us that adopting a practice where teaching responses are "inclusive, reflective, responsive" and that Maori mentorship is sought is most effective. Also that relationships are key to facilitating a culturally safe learning environment where students will flourish and take opportunities to exhibit their full potential.
Step 3: WHAT NEXT? Bishop in EdTalks (2012) describes how agentic teachers require a wraparound support system to foster cultural responsiveness and student success within a school. He elaborates further to say that an education system which demonstrates a high level of respect and understanding brings about "attendance, achievement, engagement and further engagement" in their Maori students. Our school must continue to acknowledge that teachers need time, energy and proficient Professional Development to support the achievement of our students. We do have a diverse staff that values this prerogative, with an active and shared culture of working collaboratively and cooperatively with each other to care for our students and make a difference.
In regard to the student challenges our staff tends to on a weekly basis, Bishop's (2012) statement that "Educational underachievement directly correlates with incarceration...over 50% of our inmates are Maori males..." is at the forefront of our motivation as a staff to empower and effectively lead our students. Bucher's (2008) megaskills of checking our cultural lenses and shifting perspectives, along with a focus on intercultural communication are where we need to act from as their educators. To rise up and counter these difficulties, we must not lose focus on continually improving our cultural intelligence and in turn strengthening our relationship-based educational targets with our students.
In regard to the student challenges our staff tends to on a weekly basis, Bishop's (2012) statement that "Educational underachievement directly correlates with incarceration...over 50% of our inmates are Maori males..." is at the forefront of our motivation as a staff to empower and effectively lead our students. Bucher's (2008) megaskills of checking our cultural lenses and shifting perspectives, along with a focus on intercultural communication are where we need to act from as their educators. To rise up and counter these difficulties, we must not lose focus on continually improving our cultural intelligence and in turn strengthening our relationship-based educational targets with our students.
References:
Bucher, R. (2008). Building Cultural Intelligence (CQ) Nine Megaskills. Upper Saddle River, NJ: Pearson Education Inc.
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.
Milne, A.(2017).Coloring in the white spaces: reclaiming cultural identity in whitestream schools. New York: Peter Lang Publishing, Inc.
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user's guide. Basingstoke: Palgrave.
Unitec. (n.d). Learning and Teaching at Unitec Institute of Technology. Retrieved from Booklet.http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf
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