Cultural Responsiveness

PRACTICE 1: Reflective entry 3: Examine how indigenous knowledge and cultural responsiveness are informing the way you are taking action.

Ford, Stuart & Vakil state that "In 21st century schools, it is crucial that teachers are prepared to meet the needs of an increasingly diverse population of students in their inclusive classrooms" (2014. p 61).  This is the case around the world.

WBHS Ethnic Breakdown 2019

What does this show, a variety of different cultures present in our school.  Within each of these categories, there is further break down.  It is important to take this into account with not only teaching, but also the inquiry process.  Keeping everyone informed of what is happening to make sure that we value their beliefs and cultures is a must.

As we stated in our research 2 assignment Our entire inquiry process is based around a kaupapa maori philosophy where students share in the learning experience and contribute towards the learning and acquisition of knowledge. This relates to Te Ao Maori, and the maori view of a community of learning. Not only in the classroom but through many cultural aspects of Maoritanga.

Ford et al also state that "Additionally, teachers need to understand the role of their own cultural background and how it intersects with that of their students. They can create a student-centered inclusive environment with culturally relevant materials, strategies, and curriculum that support learning as they meet students where they are, monitor and build scaffolds to mastery while differentiating instruction" (2014, p61)  My own experiences show me that everyone has their strengths and weakness, and that we need to work with these in the classroom as we do in life.  This is role modelling at its finest and helps to develop 21st century skills such as critical thinking.  

We need to bring in local experts in the area to help in our teaching practice.  Teachers do not know everything, and even if they do have the knowledge, using our community to assist in teaching and help in showing the value of education, is only going to enhance engagement and allow more students to make links and be able to think critically.

Part of the Ministry's Strategy and Vision: Ka Hikitia: Managing for Success identified that Maori students needs to see success as Maori.  This initiative is continually being built upon and refined but overall the message is Berrymen and Eley are trying to leave is that "If we, as educators, are to leave a legacy of more Māori students fashioning and leading our future, the need for the system to step up still remains".  What does this mean in our inquiry? 

Our inquiry question was Does digital collaboration with peers and the teacher, allow for critical thinking in Year 10 students? Are we being mindful of our target students and making sure we are ensuring our Maori students can see success as Maori? Part of this ensures that we have identified our Maori students from the start and incorporate their voice. At Year 10, where we have focused our inquiry, I see this as very important. The ethnic breakdown of senior classes in my teaching area becomes very one sided as we progress through the school. I see a need to break this down and this can be managed through inquiry.

Future Focus

I can see the continued development of this inquiry with a focus on cultural inclusiveness in the senior school. Watch this space.....

References

Ford, B. A., Stuart, D. H., & Vakil, S. (2014). Culturally Responsive Teaching in the 21st Century Inclusive Classroom. Journal of the International Association of Special Education, 15(2), 56–62. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=103600067&site=ehost-live 

Berryman, M., & Eley, E. (2017). Succeeding as māori: Māori students' views on our stepping up to the ka hikitia challenge. New Zealand Journal of Educational Studies, 52(1), 93-107. doi:http://dx.doi.org/10.1007/s40841-017-0076-1

Pictures

Kamar printout from Whangarei Boys' High School Data (June 2019)