“Culturally responsive teaching is defined as using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. (Gay, page 106).
As Teachers we are bound by a Code of Ethics and specific Practising Teaching Criteria, the four overarching statements of this criteria demonstrate that:
- Teachers play a critical role in enabling the educational achievement of all ākonga/learners.
- The Treaty of Waitangi extends equal status and rights to Māori and Pākehā. This places a particular responsibility on all teachers in Aotearoa New Zealand to promote equitable learning outcomes.
- In an increasingly multi-cultural Aotearoa New Zealand, teachers need to be aware of and respect the languages, heritages and cultures of all ākonga.
- In Aotearoa New Zealand, the Code of Ethics / Ngā Tikanga Matatika commits registered teachers to the highest standards of professional service in promoting the learning of those they teach.
How does this apply to my classroom practice?
For myself as a pakeha teacher I strive to embrace - manaakitanga and whanaungatanga, I integrate Te Reo Māori at a basic level within my programme. However, to be honest I want it to be more than just “doing the surface stuff”, as identified by Mike Hogan, Principal of Prebbleton School. It is an area for me to focus on with future professional development. So working in a school where the the dominant culture is NZ Pakeha, culturally responsive teaching is not just about an ethnicity group of students but also about the cultural characteristics of how a community is shaped by those who live and work in this community. The challenge is to model myself as a learner among learners, and build positive relationships with all ākonga to encourage them to have a voice in their learning. Bishop states that “teachers being ‘agentic teachers’ are the key to making a difference for Māori students” (Bishop 2012). It can be a challenge for Māori families who themselves don’t always identify or belong to their Whānau.
There are historical perspectives of how a community was established and how they continue to adapt and diversify in the 21st century. Loburn School is a full primary school with a current roll of 165 students and is located in the northern part of the Canterbury Plains. It is bound to the south and west by the Rakahuri (Ashley) and Okuku rivers respectively. To the north it is bound by the foothills, Mount Grey/ Maukatere and Mt Karetu and to the east by the Ashley forest.
We are predominantly NZ European/ Pakeha, 93%; only 5% of students identify as Māori and 2% are Tongan.The gender composition is Boys 53% and Girls 47%. We work hard to engage with the Māori community, as was demonstrated with our Marae visit earlier in the year.
When Loburn School was established in 1869, the area was traditionally a fruit growing area with well established apple orchards. Today, there are only a few families who gain an income from farming, the rest are families living on lifestyle blocks with many parents commuting to Rangiora and Christchurch for work.
Two areas where Loburn School addresses cultural responsive teaching and learning
School Wide Activities:
We are an Enviroschool with a Silver award. We have a strong environmental and sustainability focus. The Enviro club, the gardening club and chicken group work hard to sustain the native planting around the school, growing fruit and vegetables and keeping healthy chickens. Each classroom is named after native birds, takahē, ruru, pīwaiwaka, pūkeko, tūī, kākāpō, kea and kererū. Each house is named after local awa (rivers), Makerikeri, Okuku, Rakahuri and Waimakariri.
Learning Activities:
The weekly buddy programme fosters and nurtures Ako, positive relationships between senior students who work with all New Entrant to year 2 students. It runs formerly three mornings each week, each session lasting 20 minutes. The senior students are buddied up with a junior student as soon as they start school. This programme is not just about what happens within the buddy time in the classroom, it has a flow on effect throughout the rest of the school. It models the principle of āta where the building of new and existing relationships is a strong emphasis.
References:
Bishop R. (2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994 Source: Edtalks
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.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.
Hogan M. (2012, May 30). Mike Hogan: Culturally responsive practice in a mainstream school. [video file].Retrieved from https://vimeo.com/43097812 Source: Edtalks.
Hi Lynette, I enjoyed reading your blog post. your community seems similar to mine - we have a small number of Maori students, a small number of other cultures and mostly a European clientele. I think Mike Hogan's clip about many schools just doing the surface stuff is interesting - and in some environments quite true. I am always trying to increase my knowledge and role model our school value of 'Life Long Learning' but can we be everything to all people, all the time. I think not! Anyway - great post, certainly got me thinking. Regards Amanda Campbell
ReplyDeleteThanks Amanda, teaching is certainly one of those jobs where we have to certainly be a multi task operator. It is good to do quality rather than quantity. I think that most of us work very hard to increase our knowledge and adapt our programmes to improve teaching and learning for all students.
DeleteI enjoyed your blog post Lynette. The part about being a learner among learners resonated with me. I share your views also that building effective relationships is the key to growing student agency. I attended a lecture last year about cultural inclusiveness and the main theme that came out of it was the need for strong relationships or bonds between students and teachers.
ReplyDeleteThanks Maire, It is worth slowing down the amount of work and spending time to have quality conversations with children. They can be so knowledgeable about life and what's happening around them. Totally honest too, I think this is why I enjoy teaching. Thanks for your feedback.
DeleteKia ora koe,
ReplyDeletegreat blog post Lynette. I love how your students and the school are the 'kaitiakitanga' of the land.
Thanks Fran, I am enjoying this aspect of school life.
DeleteGreat post! I love the fact that you instill the value of manaakitanga and whanaungatanga into your teaching practice. Being able to share your knowledge and culture with your students gives them the opportunity to do the same, reciprocal teaching. You are embracing the opportunity to effect change through your interactions with students particularly Maori through your buddy programme (tuakana/teina). All students need teachers believing they can do anything no matter their cultural background.
ReplyDeleteThanks Ngareta, for your feedback. I actually enjoyed writing this post. In fact, even though I have sometimes found it difficult to get started with reflecting on the posts, it has been very useful process. We are always asking our students to reflect and we need to be doing it as well.
DeleteHi Lynette,
ReplyDeleteI found your post very interesting and can understand the challenges you face with doing more than just the ‘surface stuff’. Making connections to your local community and the tuakana-teina approach to learning is a great start. As knowledge is shared within your community, your culturally responsive pedagogy will no longer be just the ‘surface stuff’ as it becomes the ‘norm’ in your community.
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ReplyDeleteThis comment has been removed by the author.
ReplyDeleteKia ora Lynette
ReplyDeleteKa rawe! It think that it is great that you embrace manaakitanga and whanaungatanga in your practice.
Most of our staff have their own ‘mihi’, so the start of the year is about giving themselves to the students. For some staff, the concept of giving ones-self is a change, and sometimes challenging for staff.
The beginning of year focus is for the students to get to know their teacher and teachers to take a genuine interest in pupils. The range and development of pedagogy to improve relationship and learning is taken from our ‘teacher profile’.
When I asked some of my Senior Māori students what is the key to their learning they all replied RELATIONSHIPS RELATIONSHIPS RELATIONSHIPS!
I liked the part where you acknowledge the importance of building effective relationships and that you are a learner among learners. Our students enjoy going to class where the concept of AKO two way relational process is practised, they know that they have a treasure of culture, experiences and understanding which is an incredible resource that enriches their classrooms as a place of learning and interaction. They have also set up a Tuakana Teina relationship with our Year 9 students, and provide academic support at Study in the Whare at lunchtimes and homework club afterschool. Tino pai to mahi!