The fundamental meaning of what it means to have a culturally responsive pedagogy is as an educator, I am able to help students build a bridge from their prior cultural experiences (world views, beliefs, cultural practices, etc) or ‘what is known’ to what they are learning (Teaching Tolerance, 2010). The New Zealand Curriculum also makes clear that to be culturally responsive we value the beliefs and knowledge of diverse cultures who can contribute to students learning (MOE, 2012). Kia Eke Panuku (2013) also reiterates culturally responsive pedagogy as contexts adding that cognitive levels and learning activities are responsive to the interests and abilities of individual learners.
I believe as an educator it is important to see all students with potential to succeed. As I work in a multicultural school, I love the sharing and conversations that occur between students and with teachers such as myself. Referring to Milne (2017) I definitely think that our education system is whitewashed, in some respects. Referring to the Action Continuum, (Milne, 2017) I have identified that I am in the middle, between purple and green. As an educator, it is important for me to be aware of this, and to broaden my perspectives as a culturally responsive teacher and I think that can be achieved by building positive learning relationships.
Relationship building in my belief, is integral to developing culturally responsive pedagogy. Ka Hikitia (2013) states that two critical elements for success as Maori include, “Quality provision and Strong engagement”, the latter referring to how education professionals can help facilitate this success by including students’ whanau, hapu and iwi in curriculum, teaching and learning ( Ka Hikitia, 2013, p.5). In my inquiry I am seeking to build those relationships by inviting the students’ whanau to work together on what they have learnt in class and sharing their developing knowledge and expertise at home, as well as sharing their completed artifact.
Looking at my own actions in my action plan, I am finding out about students' prior experiences around science and in particular knowledge around simple circuits as well as helping them plan and seek information from their whanau to develop their pepeha. As mentioned previously, I believe that I am between purple and green on the Action Continuum (Milne, 2017). Through integrating science knowledge with a culturally significant aspect of Maori heritage (visual pepeha) I have aimed to use culturally centred structures that students can relate to. In relation to the green aspect of Milne’s Action continuum, it also states that outcomes could still be colonial, and I tend to agree with this, as the knowledge that I am developing (simple circuits) is derived from an empirical science view. Research from Foster, (2007), discusses developing relevant science understanding for Maori and that it is important to make connections between a ‘western’ or empirical view of science with kaupapa principles. He suggests the use of maori and pakeha terms when naming organisms or objects in as many contexts as possible and that “teachers should actively acknowledge and teach Maori cultural values and include relevant Maori knowledge and ‘beliefs’ related to science'' (Foster, 2004, p.g 107). From reading, I think that I could include more maori terminology of the scientific terms around electrical circuits and in consulting with members of our school community who are fluent in te reo and could potentially offer maori cultural understandings around the concept of energy and light.
I think our school is well placed at really moving towards the red section of Milne’s Action continuum. At school we strive to make links with all cultures in our learning programmes. I think as a school we need to dig deeper into the knowledge that students are learning and how it can be made culturally relevant to the learner. Striving to strengthen relationships with the wider community and families will help support and provide us with feedback to create a cycle of continual improvement and help teachers strive towards greater culturally responsive teaching and learning which engages and improves students’ learning outcomes.
References
Foster, G. (2004). Finding a better way to facilitate the improved achievement of Maori students in science. New Zealand Science Teacher, 107, 11–18.
Kia Eke Panuku. (2013 ). Culturally Responsive and Relational Pedagogy. Retrieved from https://kep.org.nz/dimensions/culturally-responsive-and-relational-pedagogy
Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl.handle.net/10289/7868
Ministry of Education. (2013).Ka Hikitia – Accelerating Success 2013–2017. Wellington, New Zealand. Learning Media.
Teaching Tolerance.( 2010, June 17).Introduction to Culturally Relevant Pedagogy.[video file]. Retrieved from https://www.youtube.com/watch?v=nGTVjJuRaZ8
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