Cultural Responsiveness

Indigenous Knowledge and Cultural Responsiveness

Culturally responsive pedagogy is defined by Gay (2001, p.106) as “using the cultural characteristics, experiences and perspectives as conduits for effective teaching”. It is reflected in five elements including knowledge about cultural diversity, the culturally integrated content in the curriculum, the development of the learning community, the ability to communicate with culturally diverse students and culturally responsive delivery of instruction (Gay, 2001).

Education at my school acknowledge the contributions of Maori, as Tangata Whenua, to the development of life in Aotearoa.  We believe to upheld Mahi tahi- working together for a common purpose. 

Creating a Positive environment for all

We celebrate Language weeks of different cultures.  We celebrate ethnicity with parades and food stalls. Children read stories from diverse cultures.  Many different sports and activities are taught by our Pacifica group.   Children are encouraged to share and bring items to school from their indigenous homeland.  This is to create Manaakitanga. All our classes work closely together with our Maori specialist teacher. This is to ensure protocols are followed and students and staff are familiar with rituals and customs.  I think through Intercultural Connections students are exchanging ideas and feelings and create meanings with people from diverse backgrounds.     

School wide activities is an area of big effort resulting in big results at my school.

Maori Language is taught across the whole school by a specialist teacher. Taha Maori is taught to all students which includes greetings, key basic words, days of the week, months of the year. In addition, the programme includes the learning of Maori songs, the understanding of Maori as Tangata Whenua, cultural activities, and customs.  Teaching and learning school Mihi.  We have a Te Reo Maori and Tikanga Maori focus each year.  Incidental integrated teaching of Maori across the curriculum.  Provision for Kapa Haka. We also have a fluent Mandarin and French speaking teachers on the staff. 

AS educators and professionals we must recognise the ways which cultural backgrounds differ and how they influence thinking, behaviour and assumptions. We will often deal with cross cultural conflict by using the expression putting yourselves in others’ shoes.   Our community and school is very multi-cultural and Multicultural teaming is vital for a successful community.  The community is starting to grasp how power and culture interrelate and the effect of power on how we see the world and relate to others. 

Communication with Community of Parents- Whanaungatanga

This has been discussed before at my school.  We do have Consultation and Partnership with the Community. But this should be stronger. Regular Hui’s is a great way to get the community together to discuss tamariki. We have only 2 Parent teacher evenings a year and even though this proves to be a successful way to talk to parents, more events like this is needed to have open communication between school and home. The importance for Wananga for teachers and community. We conduct surveys and questioners for feedback regarding school activities, but we usually have a low return rate. Alternative ways must be explored to have a higher participation and share of ideas. 

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.

Cultural Intelligence Self- Evaluation Form

Cultural Responsive teaching ( Gay, 2001)

Te Kete Ipurangi website