29 February 2016 (APC Week 31 - Task 9)
In "A Culturally Responsive Pedagogy of Relations" (2012), Russel Bishop specifically mentions the underlying issues of Maori educational engagement, whilst noting there are similar issues for Maori as for most indigenous people around the world. Bishop explains that these challenges are "essentially an artifact of... post-colonialism" which are still "having an enormous impact on our country."
As previously discussed at length in my own previous blog posts on developing a culturally responsive approach within innovative learning environments, there is a significant need to address the ability for "Maori to learn as Maori" both within our schools and our wider educational communties of learning. This is also clearly stated in “Ka hikitia: accelerating success” (The New Zealand Ministry of Education, 2013).
As directed in our New Zealand Curriculum document, we are expected as educators within Aoteroa New Zealand to provide our akonga (students) with learning opportunities that reflects the bicultural foundations of our nation.
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| Source: NZC Update 16 - NZ Minstry of Education (2012) |
New Zealand's founding document Te Tiriti o Waitangi (The Treaty of Waitangi) is explicitly bicultural in both it's intent and delivery. As such, our duty of care extends well beyond our professional specifications: ethically and morally, we are bound as leaders within our educational communities to reflect and respond to this bicultural responsibility with due care and consideration regardless of our school's ethnic composition.
I see this as an opportunity we all have: to embrace the bicultural aspects of our country that make it unique in the global context and thereby empower our young nation and it's learners. As we develop our own understanding of who we are, we are better able to extend this basic human courtesy to those we all live and work alongside. This helps each of us to gain a more inclusive and holistic approach to what it means for each of us to be leaders and learners within Aotearoa New Zealand.
In my current school, we have around 75% of our students who identify as Maori. We primarily address cultural responsiveness within our kura by creating and maintaining an inclusive educational environment that actively encourages a holistic sense of hauora (wellbeing). We do this by providing our akonga with opportunities to learn about and participate in activities that reflect the importance of Te Reo and Tikanga Maori (Maori language and cultural traditions). This approach also extends to identifying and celebrating other cultures present within our school as part of our learning experiences.
My own professional challenge within this educational setting has been to continue to build and grow whanau -styled learning relationships that are both genuine and lasting, whilst also meeting the expectancies in a predominantly non-Maori educational system. Having genuine empathy and understanding is key to our student's learning being both positive and enduring.
References Cited
In my current school, we have around 75% of our students who identify as Maori. We primarily address cultural responsiveness within our kura by creating and maintaining an inclusive educational environment that actively encourages a holistic sense of hauora (wellbeing). We do this by providing our akonga with opportunities to learn about and participate in activities that reflect the importance of Te Reo and Tikanga Maori (Maori language and cultural traditions). This approach also extends to identifying and celebrating other cultures present within our school as part of our learning experiences.
My own professional challenge within this educational setting has been to continue to build and grow whanau -styled learning relationships that are both genuine and lasting, whilst also meeting the expectancies in a predominantly non-Maori educational system. Having genuine empathy and understanding is key to our student's learning being both positive and enduring.
References Cited
Edtalks. (2012, September 23). A culturally responsive pedagogy of relations. [video file].
Ministry of Education (2012) "The Treaty of Waitangi Principle ". NZC Update Issue 16.
Ministry of Education (2012) "The Treaty of Waitangi Principle ". NZC Update Issue 16.
Ministry of Education (2013) “Ka Hikitia: Accelerating Success 2013-2017 ”.
Topic: Authentic Engagement of Indigenous People -
Recommended Reading/Viewing
Edtalks. (2012, May 30). Mike Hogan: Culturally responsive practice in a mainstream school. [video file].
Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al. (2011). Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki.
Wellington: Teaching Learning Research Initiative.
Findsen, B. (2012). Older adult learning in Aotearoa New Zealand: Structure, trends and issues. Presented at Adult Community Education (ACE) Conference.
Harrison,
B. & Papa, R. (2005).The development of an indigenous knowledge
program in a New Zealand Maori-Language immersion school. Anthropology and Education Quarterly; (36) 1,57-72.
Shaw, S.,White,W. & Deed,B. (2013) (Ed.) Health, wellbeing and environment in Aotearoa New Zealand.South Melbourne, Australia: Oxford University Press.
Shields, G. (2015). Support indigenous knowledge in New Zealand school libraries.
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