Week 31
I will be using the Rolfe's et al’s (2001) to guide my reflection.model of reflection to look at culturally responsive pedagogy.
Step 1 (What)?
Unfortunately for many years education in New Zealand has not been culturally accessible to all
and as a consequence many Maori have been marginalised and forced to conform to colonialist
ideology with disastrous effects. As outlined by Savage & Hindle (2011), who argue that mainstream
schools have been mono-cultural not multicultural and thus values and recognises the dominant
culture and ignores and devalues the culture of the minority. It has been a goal for Maori to be
self determining and in control of how they proceed in education. As noted by Bishop (2009), there
is a need to move beyond interdependence and to be self determining by developing positive
classroom interactions and student - teacher relationships. I realise that building strong student
teacher relationships that allow students to feel comfortable to be themselves and feel respected is
very important. This is established with our class norms, as well the school values which the
children learn throughout their schooling career. As outlined by Bishop & Berryman (2006),
positive student and teacher relationships is important for student engagement, especially for
Maori students. I also realise that communication with families is vital for students to feel appreciated
and respected and I personally feel that developing stronger homeschool partnerships through the
use of social media is another great way for me to strengthen these ties. As noted by the (MOE n.d.),
strong home school partnership ties improves the learning outcomes through practices that are
sustainable, blended and culturally inclusive.
and as a consequence many Maori have been marginalised and forced to conform to colonialist
ideology with disastrous effects. As outlined by Savage & Hindle (2011), who argue that mainstream
schools have been mono-cultural not multicultural and thus values and recognises the dominant
culture and ignores and devalues the culture of the minority. It has been a goal for Maori to be
self determining and in control of how they proceed in education. As noted by Bishop (2009), there
is a need to move beyond interdependence and to be self determining by developing positive
classroom interactions and student - teacher relationships. I realise that building strong student
teacher relationships that allow students to feel comfortable to be themselves and feel respected is
very important. This is established with our class norms, as well the school values which the
children learn throughout their schooling career. As outlined by Bishop & Berryman (2006),
positive student and teacher relationships is important for student engagement, especially for
Maori students. I also realise that communication with families is vital for students to feel appreciated
and respected and I personally feel that developing stronger homeschool partnerships through the
use of social media is another great way for me to strengthen these ties. As noted by the (MOE n.d.),
strong home school partnership ties improves the learning outcomes through practices that are
sustainable, blended and culturally inclusive.
Step 2 (So what)?
When I look at the Milne (2013), action continuum - eliminating White spaces our school sits
between the green and red zone. The values that underpin the school have been developed with
the staff, parents and local iwi. Whakapono ki a koe - Believe in yourself is the school motto that is a
living, breathing ethos that has been cultivated and nurtured over time. I would say that all cultures
are respected and valued by carefully building strong relationships and whanaungatanga amongst the
children and staff. This is indeed a rare and truly rewarding learning environment for the students and
staff alike. Milne (2017), outlines the concern that cultural identity can be relegated to be celebrated on
language weeks or only on certain occasions. Fortunately the cultural identities of the students and the
staff are celebrated and appreciated everyday not only during language weeks.
between the green and red zone. The values that underpin the school have been developed with
the staff, parents and local iwi. Whakapono ki a koe - Believe in yourself is the school motto that is a
living, breathing ethos that has been cultivated and nurtured over time. I would say that all cultures
are respected and valued by carefully building strong relationships and whanaungatanga amongst the
children and staff. This is indeed a rare and truly rewarding learning environment for the students and
staff alike. Milne (2017), outlines the concern that cultural identity can be relegated to be celebrated on
language weeks or only on certain occasions. Fortunately the cultural identities of the students and the
staff are celebrated and appreciated everyday not only during language weeks.
Step 3 (What next)?
Many of the staff speak more than one language which is fantastic as we all have so much to learn
from one another. Learning a second language as part of ongoing Professional development could
be a great way to utilise the plethora of talent that we have across the school. We as a staff could also
learn from our students. The reciprocal nature of “Ako” could be actioned at the school where we could
give the students the opportunity to be teachers. As practitioners we have to be reflective. I realise
that I have to be able to develop and enhance my own culturally responsive pedagogy to help all
students in my class.
from one another. Learning a second language as part of ongoing Professional development could
be a great way to utilise the plethora of talent that we have across the school. We as a staff could also
learn from our students. The reciprocal nature of “Ako” could be actioned at the school where we could
give the students the opportunity to be teachers. As practitioners we have to be reflective. I realise
that I have to be able to develop and enhance my own culturally responsive pedagogy to help all
students in my class.
References
Bishop, R., Berryman, M., Cavanagh, T. & Teddy, L. (2009).Te Kotahitanga: Addressing educational
disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25(5),734–742.
disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25(5),734–742.
Bishop, R., & Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning.
Huia Publishers.
Huia Publishers.
Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools.
(Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from
http://hdl. handle.net/10289/7868
(Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from
http://hdl. handle.net/10289/7868
Ministry of Education (n.d) T.K. I. Homeschool partnerships retrieved from
http://elearning.tki.org.nz/Beyond-the-classroom/Engaging-with-the-community/Home-school-
partnerships/?tab=js-tabcontainer-1-tab-2
http://elearning.tki.org.nz/Beyond-the-classroom/Engaging-with-the-community/Home-school-
partnerships/?tab=js-tabcontainer-1-tab-2
Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools.
(Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from
http://hdl. handle.net/10289/7868
(Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from
http://hdl. handle.net/10289/7868
Savage, C., Hindle, R., Meyer, L. H., Hynds, A., Penetito, W., & Sleeter, C. E. (2011). Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum. Asia-Pacific Journal of Teacher Education, 39(3), 183-198.
I enjoyed reading your blog. You highlighted some interesting points like the positive students teacher relationship as well as strong communication with the families. As noted by Russell Bishop (2009), relationship is paramount to the educational outcomes. It is caring for learners, caring for their learning and creating learning relationships to ensure that students are able to learn.
ReplyDeleteAlso teaching and learning roles are interdependent , fluid and dynamic; students and teachers are able to learn with and from other learners (ako). Therfore developing the Tuakana-teina relationship is important too.
Thank you for your comments. Relationships are very important as well as strengthening communication with families. Russell Bishop (2009) has really brought up some really great points that we are able to learn from.
Delete