Week 31; Cultural Indigenous Knowledge and Cultural Responsiveness

I have used Rolfe model of reflection.

What does it mean to have a culturally responsive pedagogy?

As stated by (Gay 2001 ) cultural pedagogy is defined by our response to life. In society, we interpret our world by our interaction with others and we use our own cultural lens(Milne 2013) to make sense of it. First, though we need to know our own cultural identity and intelligence. I  am an immigrant myself and have been shaped by my experiences and treatment by others along my journey. To have a sense of 'self' and belonging was the foundation that I built my life on here in New Zealand. My relationship with my family, the land I had come to and the people here all built this. As a teacher, I brought along my experiences and these have been constantly refined to meet the needs of my different students.  Evolving and evolving still, as I learn from their shared knowledge.

"Teachers who are culturally responsive and who use the cultural knowledge, prior experience, frames of reference and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them" (Ellerbrock, et al, 2016). I couldn't agree more today in our schools if a child is not encouraged to embrace and celebrate their culture, how can they identify with it and view the world through their cultural lens.

So what.
Relationships built on honesty and respect that acknowledge the uniqueness of the individual helps build the students cultural identity regardless of their cultural background. As teachers, we have such an influence on a child's learning experiences and their personal and social development with others. We need to model positive, empathetic attitudes. Expect and deliver respect to all students and acknowledge the different expertise that individuals have by providing opportunities for them to share these. This encompasses all cultures, however by being aware and valuing the input they bring to the class through their cultural lens you can provide a rich learning experience for everyone involved. While also validating the student's cultural identity for them. Some of my students come from 2 different cultural backgrounds and by encouraging them to share from both perspectives it develops their understanding of difference and tolerance. By providing opportunities in different learning styles that are accessible to the home it includes an important part of that child's life- their family! My experience in including and inviting home expertise has been one of healing for some and clearing of misconceptions about school. By being inclusive in this way, it provides an opportunity to strengthen relationships, build bridges and celebrate the wealth that we have in our family. 


Now What: 


The Unitec’s Poutama tool:

By using this tool I identify with being in the middle and still growing in confidence with my cultural responsiveness in my practice. As Anne Milne (2013) says we do work with a white colonial education model that is now beginning to change, to suit our students today in New Zealand. I continually work on removing barriers to learning and while as a nation we are bi-cultural, our education plan is an excellent framework to use and ensure our multicultural children also thrive with their cultural identity intact.
 Our goal as teachers is to be Agentic Teachers. Bishop (2012)  To empower the individual students so they are academically and culturally strong, have strong self-worth and belief in themselves. We can do this by being, consistent, fair and empathetic in our dealings with the students. By developing relationships based on trust and honesty. By being energetic and enthusiastic about their ability and building skills and challenges that are culturally relevant to them, that confirms their inner abilities and belief. Acknowledging their culture and providing opportunities for them to use it in rich learning experiences....Simply "Know Thyself"


References: 
 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

Bishop, R., Berryman, M., Cavanagh, T. & Teddy, L. (2009).Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand.

Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Ministry of Education (2007). The New Zealand Curriculum. Wellington:Learning Media

Teaching and Teacher Education, 25(5),734–742. Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994