own views
culturally responsive pedagogy I have implemented
As a teacher in such a diverse nation it is important that ALL students cultures are respected and identified.
It is important the equal education is given to all children in New Zealand Schools across the country. Browns discusses the change over the years since the respect for culture diversity was significant in the early 1960s, "The past few decades have challenged schools from culturally and linguistically diverse backgrounds to ensure that they receive a high quality and equatable education (Phuntsag, 1999) As a result educators are trying to develop a closer fit between student and homes" (Browns, 2007, pg 57). This to me relates to the ongoing respect of cultural diversity in the curriculum and the upholding of the Treaty of Waitangi's relation to all cultures of New Zealand.
The Practising Teachers Criteria have four guiding principles. These 4 statements protect the equality and rights of Maori and the multi-cultural make up of Aotearoa. It respects heritage, language and culture of learners.
- “Teachers play a critical role in enabling the educational achievement of all ākonga/learners.
- The Treaty of Waitangi extends equal status and rights to Māori and Pākehā. This places a particular responsibility on all teachers in Aotearoa New Zealand to promote equitable learning outcomes.
- In an increasingly multi-cultural Aotearoa New Zealand, teachers need to be aware of and respect the languages, heritages and cultures of all ākonga.
- In Aotearoa New Zealand, the Code of Ethics / Ngā Tikanga Matatika commits certificated teachers to the highest standards of professional service in promoting the learning of those they teach.”
(Education Council of Aotearoa New Zealand, 2015, para. 2)
Registered Teacher Council Criteria
Every three years I reflect and answer the Registered Teacher Council Criteria. I have pulled out 8 out of 12 guidelines that relate and support diversity in my classroom. These are:
1.Establish and maintain
effective professional
relationships focused on
the learning and wellbeing
of ākonga
2.Demonstrate commitment
to promoting the wellbeing
of all ākonga
3.Demonstrate commitment
to bicultural partnership
in Aotearoa New Zealand
4.Demonstrate commitment
to ongoing professional
learning and development
of personal professional
practice.
7.Promote a collaborative,
inclusive and supportive
learning environment
8.Demonstrate in practice
their knowledge and
understanding of how
ākonga learn
9.Respond effectively to the
diverse language and
cultural experiences, and
the varied strengths,
interests and needs, of
individuals and groups of
ākonga
10. Work effectively within
the bicultural context of
Aotearoa New Zealand
In reflection this year I could easily reflect on these. In my class a lot of tokenism, surface stuff was going on as it was not my strength. I was culturally aware but not responsive in a deeper level. I felt that I needed to change my approach and go deeper. Not sure how I asked my parents in the class what they wanted from me in terms of their culture. I found that parents wanted me to focus on education and not worry about culture, others offered language lessons. So I got involved with any help I could get.
I believe for a child to effectively learn they need to know who they are and where they came from. During the first term each year I focus on celebrating what makes them them. This allows the classroom to become theirs as they see their culture and language on the walls and in the air. This approach relates to“In a culturally responsive classroom, effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement.” (Richards, Brown, & Forde, 2006, pg. 4) From their learning can grow when that relationship between culture, student and teacher is created.
On the TKI website they talk about 4 over arching statements for an inclusive classroom. These are:
Taking a community approach to supporting learning and well-being" (TKI, 2015, para 7)
What sits with im is the community approach. For a lot of our Pacifika cultures, community is so important. When teaching a child you apart of the community of that child. It does take a community to raise a child and communication with whanau is key. Parents need to feel comfortable in the classroom and having those conversations so a inclusive adult classroom needs to be included in my approach. This statement from TKI sums this idea up nicely "An inclusive classroom is one that values the contributions of all students, their families/whānau, and communities. It recognises that every learner is unique and builds on their languages, cultures, and interests; and identifies and removes any barriers to achievement." (TKI, 2015. para 7)
"Many aspects of students' lives – their language and culture, their interests, experiences, and needs – remain hidden unless we actively include them in class teaching and learning." (TKI, 2015)
It is important to be aware that all teachers and students come to class with their identity. It is our job to teach and model the respect for cultural diversity and inclusion. We need to change not the community we work for. As school that link is ours to make. We can all learn from each other and support learning from others around us. "Cultural competence, in terms of teaching, is to affirm and validate the culture/s of each
learner. It acknowledges that all learners and teachers come to the classroom as culturally
located individuals and that all interactions and learning are culturally defined." (Bishop, Berryman, Cavanagh, Teddy, 2007, Pg , 54)
References
Brown, M. R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in school and clinic, 43(1), 57.
R.Bishop, M.Berryman, T.Cavanagh and L.Teddy, (March 2007) Te Kotahitanga Phase 3: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms, pp 30-31.
TKI- Inclusive Education (2015) Retrieved from - http://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/
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