Savage, Hindle, Meyer, Hynds, Penetito & Sleeter (2011) suggest in New Zealand disparities exist between the indigenous Māori and New Zealand European as Western practice prevail in our education system. They even suggest that schools that reflect a dominant culture represent invisible cultures that can privilege students who share that same cultural identities whilst simultaneously disadvantaging students who have a different culture.
Having taught in predominantly New Zealand European schools where Western Practices prevail I would reflectively say that the above is so. When I was a young teacher in the early 1980s I never really fully understood what cultural responsiveness meant or even looked like. I have very much valued the readings this week and can relate well to Bishops (2012) comments in regards to building on ākonga prior cultural knowledge and caring for Māori as Māori. I would extend this to caring for the person as the person for this responsive pedagogy is true for all ethnicity.
At teachers college in the early 1980s there was little training in diversity and indigenous culture... it was merely an option. I was influenced by early teacher mentors that represented European New Zealand. Being an immigrant myself to New Zealand I remember changing how I spoke some words so as to sound like my students when I was in teacher training... and remember vividly as a young english girl in class being laughed at by my teacher and peers for speaking "funny". At this time there was little cultural sensitivity.
It is not until I became a teacher at BLENNZ that I really understood and embraced the meaning of cultural responsiveness as a teacher. I have been privileged to visit many schools and have seen both successes and challenges that teachers have faced in developing culturally responsive programmes. I am still not confident or proficient in fully understanding Māori as Māori as this is not really spoken about within our Centre which is part of a National school.
Many of our BLENNZ ākonga have individual plans (IEP) with goals that are regularly updated, discussed and next steps planned for. Input is increasingly from student voice; whānau/families are partners in learning with RTV and class teachers. Each IEP can look very different as each child or young person has quite different needs.
Immersion courses and curriculum days are regularly held throughout the year. These courses are tailored to individual needs of small groups and are learner centred where ākonga have voice and input. Diversity is encouraged and Resource teacher Vision (RTV) respond to needs and co-ordinate and listen to whānau/family and school.
As a RTV the most successful partnerships formed have been those that value relationships. Sometimes these may be seen in the family home, at school in the staff room, supporting at eye appointments, via phone or emails, joining ākonga in things that are important to them, or just as a sounding board for all.
I never assume how I should communicate within the team but always ask how they would like communication. For each person this too can look and feel quite different. You see, regardless of the predominant school culture everyone is an individual and need to feel respected and valued for who they are.
Our BLENNZ philosophy is to develop life-long learners based upon building long relationships and in supporting ākonga/students in their educational setting of choice. This means that as an RTV we need to be responsive and adapt our approach to those environmental and cultural needs.
At national level BLENNZ is getting better at promoting Māori learners as Māori. This is seen at our lead school in Auckland which has strengthened relationships with local iwi in order to promote success for all Māori, plus to raise the profile of biculturalism across the network (ERO, 2017)
In Christchurch our indigenous responsive pedagogy is evolving but I believe at this local level we could do better. Sure, many of us have done courses in Te Reo, Treaty of Waitangi, and share pepeha, attend powhiri, join in at schools with karakia and waiata and can get support from colleagues if we need help but it is on an individual basis rather than good plan and collaboration within our centre.
I do believe we try the best we can to respond to individual needs but have not got embedded bicultural practice. Individuals have best practice but at leadership levels this has not been utilised as could be. At times we have tried but then drift back to our New Zealand European predominant culture.
Being under the umbrella of a National school with a board of trustees BLENNZ is now working hard to address these gaps. First with a review of existing documentation to be used as a basis for a BLENNZ teacher inquiry into current practice and then results will be used to inform the next steps to aid RTV in developing culturally responsive pedagogy
References
BLENNZ ERO report (2017) http://www.ero.govt.nz/review-reports/blind-and-low-vision-education-network-nz-18-01-2017/
Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994
Savage, C, Hindle, R., Meyer L.H, Hynds, A., Penetito, W., Sleeter C., (2011) Culturally responsive pedagogies within the classroom: indigenous student experience across the curriculum.
Unitec. (n.d). Learning and Teaching at Unitec Institute of Technology: Unitec Poutama Tool. http://www.unitec.ac.nz/ahimura/publications/Poutama%20for%20Distribution%20and%20Publication.pdf
Hi Janet
ReplyDeleteIt was interesting reading your post, especially your earlier experiences of immigrating to NZ and how you experience school and your time as a teacher in the 1980s. We have made a lot of progress in NZ in many ways but still have some way to go. It's great that your organisation is working together with local iwi to promote success for Maori. I've really enjoyed these readings. It's good to think about cultural responsiveness both with Maori and the changing demographics we have in NZ. These readings have made me think alot more about my practice for sure, my brain is buzzing!!
Hi Gretchen, thanks for commenting . You are right things are changing in NZ but there is still a way to go. I like that we are becoming more open to culture and diversity within our schools. I like that iwi are a part of us developing bicultural practice across our network and that to better understanding a teacher inquiry will look at how we are doing to inform future practice.
ReplyDeleteCultural responsiveness will continue to be key in our schools especially as the world and NZ become more global. Meanwhile becoming more responsive to indigenous needs is an aim I have.