Create a reflective entry where you first share your critical understanding of indigenous knowledge and cultural responsiveness.
'Cultural responsiveness' is a term coined in recent years to meet the concerns of increasingly diverse classrooms that teachers operate in and have to effectively adapt to. It is noted that educators urgently need to become culturally knowledgeable and capable of nurturing unique cultural strengths if they are wanting to decrease learning disruption and increase intrinsically motivated students (Gay, 2002, Wages, 2015).
In his EDvideo, Bishop (2012) argues that there has been a deficit of learning in New Zealand schools towards Māori students, as with other indigenous people around the world. While some have argued that limitations in Māori attainment in secondary education is inherited, the facts show that they have attained high achievements at tertiary level - suggesting a societal cause. An 'agentic' teacher is "one that sees themselves as being able to solve problems, to help all the students, as they believe that all of their students can achieve". The skills that a teacher has in order to help solve problems include cultural responsiveness, and this is considered critical to reducing the cultural deficit.
Wairarapa College promotes various policies to provide cultural responsiveness:
The Mauri Model (Adapted from Potahu, 2011) categorises various levels of engagement in students, which can equally apply to teachers, in terms of a life force. The three broad categories are Mauri Moe (including inactive, anxious and withdrawn behaviour moving towards shy, but potential engaging behaviour and possible interest), Mauri Oho (where proactive interaction and awareness has begun) and Maori Ora (Transformative leadership - high motivation and fully engaged).
Most Māori students I have taught would probably lie in the Mauri Oho group. However, there have been students who have progressed with very high success throughout and beyond school life. From a personal perspective, when I have engaged with students' families or been involved extra curricular activities, they have tended to engage better in class. The more shared experiences a teacher has with students, the closer their cultures become in effect. Using students names regularly in a classroom, along with effective pronunciation of key terms (like the names of School Houses, or geographical references for the area) can create incremental cultural appreciation. Moreover, promoting every incremental success, as an opportunity to express your own shared values as an agentive teacher, can be self perpetuating.
References:
Wages, M. (2015). <i>Creating culturally responsive schools : one classroom at a time</i>. Retrieved from https://ebookcentral.proquest.com
'Cultural responsiveness' is a term coined in recent years to meet the concerns of increasingly diverse classrooms that teachers operate in and have to effectively adapt to. It is noted that educators urgently need to become culturally knowledgeable and capable of nurturing unique cultural strengths if they are wanting to decrease learning disruption and increase intrinsically motivated students (Gay, 2002, Wages, 2015).
In his EDvideo, Bishop (2012) argues that there has been a deficit of learning in New Zealand schools towards Māori students, as with other indigenous people around the world. While some have argued that limitations in Māori attainment in secondary education is inherited, the facts show that they have attained high achievements at tertiary level - suggesting a societal cause. An 'agentic' teacher is "one that sees themselves as being able to solve problems, to help all the students, as they believe that all of their students can achieve". The skills that a teacher has in order to help solve problems include cultural responsiveness, and this is considered critical to reducing the cultural deficit.
Wairarapa College promotes various policies to provide cultural responsiveness:
- Te reo Māori classes at all levels and the re-introduction of kapa haka are reflections of the valuing of Māori language, culture and identity
The impact on classroom teaching is sometimes less apparent. Many teachers came to New Zealand from other cultures (mainly European). As such, we have our own cultural perspectives and bias. In recognising this we can then attain a better understanding of others and become more culturally aware and intelligent.
- Māori students confidently carry out senior leadership roles
- active engagement in the college by Māori whānau has been encouraged through the re-introduced kapa haka; a recent hui for parents of Year 9 Māori students has been held
(Wairarapa College ERO report, 2017)
- learning across the school includes some activities that value the cultural knowledge of Māori students.
The Mauri Model (Adapted from Potahu, 2011) categorises various levels of engagement in students, which can equally apply to teachers, in terms of a life force. The three broad categories are Mauri Moe (including inactive, anxious and withdrawn behaviour moving towards shy, but potential engaging behaviour and possible interest), Mauri Oho (where proactive interaction and awareness has begun) and Maori Ora (Transformative leadership - high motivation and fully engaged).
Most Māori students I have taught would probably lie in the Mauri Oho group. However, there have been students who have progressed with very high success throughout and beyond school life. From a personal perspective, when I have engaged with students' families or been involved extra curricular activities, they have tended to engage better in class. The more shared experiences a teacher has with students, the closer their cultures become in effect. Using students names regularly in a classroom, along with effective pronunciation of key terms (like the names of School Houses, or geographical references for the area) can create incremental cultural appreciation. Moreover, promoting every incremental success, as an opportunity to express your own shared values as an agentive teacher, can be self perpetuating.
References:
Wages, M. (2015). <i>Creating culturally responsive schools : one classroom at a time</i>. Retrieved from https://ebookcentral.proquest.com
Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.
Potahu, T. W. (2011). Mauri - Rethinking Human Wellbeing. MAI Review, 3, 1-12. Retrieved from http://www.review.mai.ac.nz/index.php/MR/article/v...
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