Activity #4 My Community of Practice: Cultural Responsiveness

Activity 4 : Indigenous knowledge and cultural responsiveness in my practice

Te Kōtahitanga Phase 3 Whānaungatanga: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms Report to the Ministry of Education R. Bishop, M. Berryman, T. Cavanagh & L. Teddy

 “….an approach that rests in the first instance upon a commitment by teachers to build caring and learning relationships and interactions with Māori students; in the second, for teachers to strongly believe Māori students can improve their achievement; and thirdly, their students are able to take responsibility for their learning and performance. “ (p.12)

This explanation of culturally responsive pedagogy resonates with me. I believe that this fits with my understanding of what an effective classroom teacher does as a matter of course with all of their students. The difference however, is in the understanding of the real relationship with the student. In the past I have used myths and legends, Måori language, waiata and art and craft as a way of engaging with students. I now realize that these are the trappings of culture – they are an important element of cultural identity, but do not get to the heart of the relationship that needs to develop in order to be culturally responsive.

As a result of my new understanding of cultural responsiveness and the learning I have done at Mindlab I believe that I am now co-constructing learning to a greater degree. I am seeking ways to get to know my students and giving them more agency. For some students this is powerful and effective, but for others the connections are not yet creating the responses I am looking for.

When I look at The Mauri model (Kepa 2011) I am starting to recognise not only where I fit, but that my students are also in different places along the continuum. I believe that I am moving through the awakening stage as my understanding grows. I also believe that many of my students are at varying levels on this continuum, and the way I get to know them and their families may impact on next steps for them and for me.

  In our school there is good awareness of the importance of cultural identity. Our school itself has a strong culture of support. Many visitors comment on the welcoming friendly atmosphere.

Our mission statement embraces the vision that all students can succeed -   "Success through Learning"
Our school's underlying aim for children is that they experience success in their school life.  We want them to develop the interests, knowledge and skills that will serve them well in their future.  In addition, we aim to strengthen them as learners, with the tools they will need for further success in schooling, and life beyond school.  We hope they leave us with an appreciation of the power of learning.

The following excepts from the latest ERO report indicate a positive learning culture for Maori students as well as the general population.

  Students learn in an inclusive and supportive atmosphere. They feel valued and welcome. The principal, trustees and teachers are making good use of strong links with families and the wider school community.

The school values and vision have helped to build the positive school culture. 

Māori student achievement is similar to or slightly better than that of other school groups. Senior leaders and teachers have developed and are implementing a detailed plan to support Māori student achievement, and to provide opportunities for Māori students to experience activities that reflect their cultural heritage. The kapa haka group is large and inclusive. The students enjoy performing, and benefit from the good quality teaching of te reo and tikanga Māori. Teachers monitor Māori student achievement, engagement and well-being to evaluate the success of their programmes, and regularly communicate their findings to whānau.

What these excerpts don’t show are the school whakapapa in the form of houses named after past principals, the cultural groups who step up at assemblies and special occasions – the hair on the back of my neck stands up when I recall the haka done in my honour when I was presented with a pounamu to commemorate 20 years of service - the International days, the pride and presence of Maori and Pasifika students in sports teams, clubs and duty rosters throughout the school.

  We have a strong base to work from, and with growing understanding of what it really means to be culturally responsive I have very positive vibes about what we can achieve together.