Before reading material on this topic I would have said a culturally responsive teacher is one that creates a learning environment for all students, recognising and reflecting on their history, cultures, and worldviews and seeing this in the classroom curriculum. (Ministry of Education, 2007)
Professor Russell Bishop mentioned, during his Edtalk, about culturally responsive pedagogy (Edtalks, 2012) that culturally responsive teachers are key to making the difference for Maori learners. A key word he mentioned throughout this talk was ‘relationships’. Culturally responsive teachers are key to making the difference for Maori learners because they engage maori students through their relationship. Building a practise that is relationship centred is paramount to education. He referred to this as not just holding hands and singing but caring. Caring for Maori students as Maori, caring about their performance, having high expectations, creating a learning where students can draw own funds of knowledge. This level of care shows that teachers are upholding the Treaty of Waitangi, as article 3 states; they have a right to be citizens of the new society, a society that strives for success.
I agree with Bowie et al (2011) when they talk about the need for teachers to build bridges. These bridges between Maori learners and the curriculum are a catalyst for change. They create opportunities to connect the classroom curriculum with children’s knowledge or experiences. It brings their communities’ of lived experiences from beyond school and gives it value and president in the classroom.
When reflecting on the cultural responsive pedagogy used to inform planning and decision making within my school’s context, I choose to use the Poutama model because I liked the use of the woven tukutuku panels acting as a metaphor for the scaffolding of knowledge.
‘How do you plan activities and lessons to support diverse cultural backgrounds and languages?’
I feel my school is beginning to do this well. Last year our school was invited to visit the Wainuiomata Marae. To support the diverse culure and languages used on a Marae we decided to plan and share knowledge around protocols and practices on the Marae leading up to the visit. Experts from our community and students who had prior knowledge or experience came and shared their knowledge. Prior to visiting the marae each child, even down to the year one classes, learnt and practiced a Mihi to share and made tikis to wear. Stories around what a marae is and what it is similar to in other cultures was discussed. Students made their way onto the Marae not in classes but in House groups, creating a sense of whanau and a Tuakana teina relationship. Upon seeing the excitement in the children who visited and the authentic learning that occurred throughout made me realise that we need to celebrate diversity and culture and expose our students to it.
An area where we could improve is ‘how does our school involve parents, families and communities in supporting their students’ and the school’s activities?’
As you would read in a previous blog post, the socio economic status of most of the parents of students at my school are working professionals. Because of this the families and communities are often quite hard to engage with. This year I have tried to extend the tools I use to communicate with parents. We have been using blogs, regular email and alongside newsletters, message boards, text messages and phone calls to engage parents. I have focused on making my students active in their learning encouraging them to be the ones that engage their parents too.
This year the main tool I have been using is blogs, a huge effort for myself, uploading messages, events, notices and commenting on students success and engagement up to 3 time a day. I thought parents would be right on board with this - a window into their child’s school life - but alas, the stats show limited views and reflect limited comments.
This year we have held a few fundraiser and information evenings. Using the same modes on communication we have informed parents. When I arrive to show my support and be available to the parents for questions i have noticed it is the same 2 parents that attend, the rest remaining absent. Changes in times have mentioned as some parents find it hard to make it back from work in time but it stands to show that there must be a more effective way to involve parents, families and communities in supporting their students’ and the school’s activities. Perhaps webinars? perhaps weekend sessions? or before school? All these questions point to now looking at how we develop strong partnerships with all members of our community. Consultation with parents, giving them voice and agency could help support this.
I would love to have insight from others as to how they are bridging this communication gap. If old ways aren't working (paper and newsletters) and new age ways aren't working (blogs, social media) where can we go next?
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.
Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al.(2011).Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki.
Ministry of Education, 2007 The New Zealand Curriculum
Wellington: Teaching Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf
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