Activity 3 - Cultural Responsiveness in Action

Activity 3: Examine how indigenous knowledge and cultural responsiveness are informing the way you are taking action.

I will use Rolf's Model of Reflection, Finlay (2009),  for this weeks reflective blog post.

Step 1 (What): What is your understanding of indigenous knowledge and cultural responsiveness?

Culturally responsive pedagogy or Ako is a student-centred approach to teaching, where all students' cultural beliefs and individual strengths are recognised and celebrated (Kaupapa Maori Research, n.d.). According to Bishop in EdTalks (2012), culturally responsive pedagogy is focused on eliminating the disparities between our indigenous, Maori learners and pakeha in post-colonial society. Bishop points out that under Article 3 of Te Tiriti o Waitangi, Maori were garanteed opportunities to benefit from being citizens of the "new society", so as educators it is our responsibility to ensure Maori success. Bishop and Berryman (2009) state that "agentic teachers" are key for Maori success. 

An agentic teacher: 
  • knows that Maori are just as educable as any other group
  • believes they have the skills and knowledge to solve problems and help their students
  • has a growth mindset (Dweck, 2006) believing that all students can achieve
  • does not see Maori students in deficit terms, having high expectations for all students

When a Maori student's knowledge and world view is validated, and accepted as truth in the classroom, their attendance, motivation and engagement will also increase (Bishop, 2012). During the Research phase of my inquiry, I considered the six principals of Kaupapa Maori, and how they could all be honoured during the Action phase. For this reflection I will focus on Human Resources, mainly myself as a resource, and how my understanding of Ako and Tino Rangatiratanga are influencing my current practice.


Step 2 (So what):Examine how indigenous knowledge and cultural responsiveness are informing the way you are taking action

During the planning phase of my inquiry, I wanted a strong focus on Tino Rangatiratanga, the principle of self-determination. I believed that using Education Perfect as part of a Hybrid Learning programme would give students agency, or meaningful control over their learning. Sure enough, it has allowed them to work at their own pace, and to choose the activities they wish or need to complete. Ako - culturally preferred pedagogy - was also key to my planning. We all view the world through our own cutlural lens. As a teacher, I wanted to make sure that I act as a facilitator of and participant in the learning, hearing student and teacher voices together, as partners in reciprocal learning. Now that we are in the Action phase, students have choice over some mini projects, and are encouraged to bring their perspectives, their world view and interests into their learning, so we can all learn from each other. But is this really, authentically happening?



After examining Milne’s Action Continuun (CORE Education, 2017), I worry that some of my actions are tokenistic. Generally, I am currently sitting somewhere between the purple and green part of the scale, where culturally-centred structures and practice are definitely in place, however expectations, and especially definitions of success are still determined by Whitestream thinking. 

Step 3 (What next) What might you need to consider or take action on to move up to the next level of cultural responsiveness?

I feel very well-supported by my school in my journey of understanding and implementing cultural responsiveness. I have made good progress in this area over the last couple of years, completing a Tikanga course through Te Wananga o Aotearoa, and engaging in professional development around how to be a culturally responsive teacher. The Tikanga course in particular, really opened my eyes. It backed up one of my favourite quotes, that "knowledge is power"! It is easy to be culturally insensitive, unintentionally, through ignorance. So the more we know and learn, they more we can accelerate our Maori and all learners. I think I still have a long way to go, so I would like to continue my studies through Te Wananga and improve my Reo as well. As a life-long learner myself, I will continue to engage in professional discussion with colleagues and my wider Professional Learning Network.

References


Asil, M. (2017). A School-Based Measure of Culturally Responsive Practices. Frontiers in Education 2(17), 1-7. doi: 10.3389/feduc.2017.00017 
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.
CORE Education.(2017, 17 October). Dr Ann Milne, Colouring in the white spaces: Reclaiming cultural identity in whitestream schools.[video file]. Retrieved from https://www.youtube.com/watch?v=5cTvi5qxqp4&feature=em-subs_digest

 Dweck, C. (2006). Mindset: The new psychology of success. Random House.

Edtalks. (2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Finlay, L. (2009). Reflecting on reflective practice. Practice-based Professional Learning Centre, Open University. Retrieved from http ://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Kaupapa Maori Research [Web log post]. (n.d.). Retrieved from http://www.katoa.net.nz/kaupapa-maori 

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