Activities 4 : Indigenous knowledge and cultural responsiveness in my practice

History

Aotearoa has been inhabited by humans for at least 50 generations. More than 40 of these generations' inhabitants were all Polynesian origin. About 7 generations ago Pakeha started settling here with the agreement and authority of various tribal groups who became collectively known as Maori. In 1840 Maori handed over responsibility to the British Crown under the Treaty of Waitangi. The crown guaranteed partnership in mutually negotiated endeavours (such as education, conservation, health and wellbeing). The crown also pledged the right to full participation in society. In the 1970's the treaty gained prominence amid greater awareness of Maori issues and grievances, particularly with regard to land claims.

Signing the Treaty of Waitangi

(Acknowledgement://www.teara.govt.nz/en/artwork/35126/signing-the-treaty-of-waitangi)

My initial indigenous knowledge and culturally responsive pedagogy

Arriving in 1999 in New Zealand, after working as a Tertiary teacher in India for 10 years. Within the third month of arriving in New Zealand, I was enrolled in teacher's training programme. With very limited knowledge around Treaty of Waitangi and Maori culture. I stepped in secondary school's as student teacher. It was not until I did an assignment on biculturalism and language, that I was fortunate to dig some articles around Maori language and indigenous Maori people as Tāngata Whenua (people of the land).While working on this assignment I could relate the importance of cultural responsiveness in teaching practice. Back home as a student myself, I could relate to my experiences of being from a minority culture and how it feels among vast majority of other predominant culture. I am firm believer that to flourish a culture the most essential elements are language and cultural values of. 

My understanding around Maori culture and protocols deepened after my first teaching job at Te Kura  Kaupapa O Hoani Waititi. My first week at this Kura has ever lasting memories in my life. As I started throwing my scientific knowledge and vocabulary towards my akonga as Latin coming from an alien ( I am sure for most of them this was a first ever experience of an Indian science teacher). I could sense the distracted nature of the students in front of me, least interested in my scientific knowledge. This is when I learned my first lesson that "relationship" is the vital key to win hearts of Maori students. I still remember the time of the day and twinkle in my students’ eyes, when I referred to them as my younger "brothers or sisters". My second lesson ,which took me longer to learn, was around using students as my teachers to gain more insight around indigenous culture. This happened effectively when my student explained me the story of this song which I use to love watching on television at home in 2000.

“Whaka-awe-awe-awe-e"                                 Be inspired-inspired-inspired

(Acknowledgement: https://www.youtube.com/watch?v=gb1FnUH1mxE)

“Our journey began to move towards our goals by inspiring each other, creating a environment of mutual trust and sharing the decision making".

My next job helped me to strengthen my indigenous cultural knowledge and embed culturally responsive teaching practice in my planning after being part of "Te Kotahitanga" professional development programme for many years. I have been fortunate enough to attend workshops run by Bishop Russell. This also provided opportunities to analyse research articles of Russell et.al (2003).

(Acknowledgement: http://www.teara.govt.nz/en/document/1595/linking-maori-and-indian-culture)

Cultural Responsive Pedagogy at my current School

The following 5 values are part of my school's learning charter: Respect, Connect, Reflect, Strive & Create

Along these values school had identified the following learning habits

My teaching practice these values go in this order Connect------ Respect------ Create-----Strive------Reflect

CONNECT: 

Manaakitanga: Caring for students as Måori

First and foremost I believe in building strong teacher-student relationship. Which starts from getting to know each other, who we are and what values we bring to the classroom environment. Learning begins from providing an opportunity to akonga to share their prior knowledge. Thus enable a comfortable environment for students, developing trust, honesty and willingness to collaborate with each other. 

Ngå whakapiringatanga: Creating a secure, well-managed learning environment

Managing classroom well and overcoming behaviour issues in non-confrontational way by use of restorative practice. Involving whanau in students' learning, through regular communications during year. Which I do at beginning of the year and start of each topic by sending milestone for the topic.  

In order to prepare students for wider world. The process must begin from the classroom. This create "Culturally appropriate and responsive context for learning in a classroom"(Bishop et.al., 2001). 

Personally I am firm believer of the concept of ako (reciprocal learning), where teacher is seen as a facilitator and there is room for everyone to participate by using all possible tools to gain knowledge or master a skill. Teacher is not visualised as the only source of knowledge. 

RESPECT:

Täonga Tuku Iho (Cultural Aspirations):

 täonga tuku iho teaches us to respect the tapu (specialness) of each individual child (McCudden, 1992) and to acknowledge their mana. For this very reason as mentioned in my previous blog I enjoy parent evenings mainly because it reminds me that a student in my classroom holds a special place in someone's home. 

I value the cultural identities of students and colleagues and allow them to bring their individuality to who they are in my classroom. 

Tino Rangatiratanga (Relative Autonomy/ Self-Determination):

This creates room for self-regulated learning making them autonomous learners plus creates opportunity for power sharing in decision making process. In terms of preferred learning style, students tend to raise their voice comfortably and honestly without any fear. This enables me to get critical feedback from students. 

CREATE:

Nga whakapiringatanga –  to create a secure, well-managed learning environment

I try my best to create problem-based learning environment. Where students work in groups to explore a possible solution by interacting with each other using google doc, Trello, coggle or thing link programmes. As this learning places the learner at the centre of the learning process and aims to integrate learning with practice (Howell, 1997).

In order to create learning interesting for students, I challenge myself as a teacher to make learning relevant to real life as well as to students interests. e.g. in teaching quite an abstract topic of level 3 physics Lenz's law. 

A law stating that the direction of an induced current is always such as to oppose the change in the circuit or the magnetic field that produces it.

I make them visualise themselves as current (as a teenager) magnetic field creates this current (as they are created by their parents). Current behaves exactly like a typical teenager trying to oppose the creator, which is magnetic field's direction (parent my analogy).

I never get complains from students that they did not get Lenz's law. 

Using scientific investigation in units of learning at all levels create lot of opportunities for students to be innovative. 

STRIVE:

Mana motuhake – care for the performance 

I share every now and then my expectations with my students in my subject. I encourage them to set goals using dream catcher programme, this is been used school wide and students are reminded around these goals by asking them to reflect regularly. 

Achievements are rewarded by providing students certificates at classroom level, also acknowledging them in school assembly and in achievers breakfast once a term. 

In order to improve student's effort my current teacher inquiry is around micro-intervention of growth mind-set and I have involved whanua to promote similar message at home, LINK. Since I have started using growth mindset strategies in class, I have noticed a huge positive shift in student's attitude towards effort and commitment. I am trying to teach them how to embrace challenges and see failure as a learning experience. 

School wide quite early during the year student at CUSP are identified. Teachers are advised to put some strategies to support these students regularly and interact with and discuss with senior manager around the progress or concerns around these students at risk.

REFLECT: 

I critically reflect on my teaching, regularly by maintaining a reflective log and having professional dialogue with my buddy. School wide staff are encouraged to review the unit of learning at the end of each unit, where teachers reflect on positives, concerns and what strategies will be in place for future?

Wananga –   effective teaching interactions with Māori students as Māori or students as individuals

An effective teacher creates a visibly culturally appropriate context for learning.
(Acknowledgement: http://tekotahitanga.tki.org.nz/content/download/275/1284/file/te-kotahitanga+(phase+1).pdf)

In the end summarise my pedagogy around cultural responsiveness in this visual 

(Acknowledgement: https://nz.pinterest.com/rangrang92/celebrating-diversity-and-cultural-competence/)

 References:

• Bishop, R., Berryman, M., & Richardson, C. (2001a). Teachers’ perceptions and use of Aro Matawai Urunga-a-Kura: Suggestions for improvement. Wellington: Ministry of Education.
• Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kötahitanga: The experiences of Year 9 and 10 Mäori students in mainstream classrooms. Report to the Ministry of Education. Retrieved from http://tekotahitanga.tki.org.nz/content/download/275/1284/file/te-kotahitanga+(phase+1).pdf
• Bishop, R., Berryman, M., Powell, A., & Teddy, L. (2007a). Te Kōtahitanga Improving the Educational Achievement of Māori Students in Mainstream Education Phase 2: Towards A Whole School Approach. Retrieved from http://www.educationcounts.govt.nz/__data/assets/pdf_file/0009/9909/TeKotahitanga-Phase2.pdf
• Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2007b). Te Kōtahitanga Phase 3 Whānaungatanga : Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms Report to the Ministry of Education
• Howe, K. R. The quest for origins: who first discovered and settled New Zealand and the Pacific islands? Auckland: Penguin, 2003
• Howell, F. (1997). A report on problem based learning. Unpublished paper. Griffith University.
• McCudden, M. (1992). He Tohu Umanga Matauranga. Wellington: Specialist Education Services.