Indigenous Knowledge and Cultural Responsiveness

Indigenous knowledge and cultural responsiveness

I prefer the term culturally sustaining pedagogy instead of culturally responsive pedagogy. Milne (2017) argues that cultural identity is not just something that needs to be celebrated, which is what I have seen even with my others learning about my culture, rather teachers should embrace student’s cultural identity at every opportunity throughout the curriculum, learning activities, school policies and events. Bishop (2009) discusses the need to address educational disparity and the deficit thinking which is oft applied to Māori students. Agentic teachers (as well as support from school) is needed to create learning contexts so our indigenous and minority students can bring their own values and understanding to the classroom.

Step 1: What?

From my multiple visits to NZ before moving I didn’t experience or really know anything about the indigenous Maori culture. Instead acknowledged some place names and patterns but that was about it. It was when I completed my teacher training that I started to understand the depth and significance of Te Ao Maori. Yet I was not prepared to teach with full understanding of Te Reo Maori, as I had only learnt basic pronunciation and greetings whilst being mindful of my accent. I was aware that I did not want to be tokenistic

Human resources in my school – I can and regularly ask questions regarding language, kaupapa etc. to aid my understanding and to learn myself.

Our personal development lacks as a whole, I felt like I learnt because I went out of my way to seek. But what happens to the teacher who is not aware of what they do not know? Or the teacher who relies on shallow, lip service understanding of Te Ao Maori and does the bare minimum to ‘tick a box’? How can we create the appreciation of culture within our school, making learning purposeful and most importantly meaningful.

Step 2: So what?

We have started PD recently in our local area called CultureCounts which has been addressing the need to negate deficit thinking. It takes the focus away from the student and asks are we doing enough to help our students? This suggests we are working within blue and purple stages of the action continuum. I am happy that it is being addressed and hope our PD, as sporadic as it has been continues.  As a school, we have a promising way forward but at a slower than ideal rate with varying progress among individuals within our school. 

Step 3: Now what?

I believe you shouldn't look at the areas listed in isolation (vision, mission and core values, policies, goals, communication methods, decision-making, planning and assessment, learning activities, school-wide activities, human resources and learning resources) as they are all interlinked. For example, planning and assessment are essential in seeing if there are appropriate learning activities which then needs effective communication to assist those who may need more support by providing human resources (and learning resources too). This would swiftly move our school (and hopefully impact the area too) into moving towards eliminating white spaces completely, and at least start to include indigenous and culturally centred structures and practices.

Co-construction of our curriculum with whānau input is a natural next step to shape our goals which can then filter down into our school, create learning activities that are relevant through the usage of human resources internally and externally leaving behind learning resources for years to come -> culturally sustaining pedagogy.

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.

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