Indigenous knowledge
Indigenous knowledge helps everyone towards new
understandings of the world we live in. In New Zealand we support te reo Māori (language) and mātauranga Māori
(body of
knowledge-wisdom).
“The
inclusion of mātauranga Māori enables all children to understand the
significance of Māori as tangata whenua through the use of te reo Māori; Māori
symbols; learning experiences... The inclusion of Mātauranga Māori across the curriculum
enhances the mana and wairua of Māori children. This validates their ways of
knowing, being and doing” (ERO,
2013) p17.
Culturally
responsive pedagogy is defined by Gay (2001) as “using the cultural
characteristics, experiences and perspectives as conduits for effective
teaching” (p106).
It is not solely based on race but encompasses such things as
age, gender and location.
Bonner
and Adams (2012) use a diagram to represent four cornerstones of culturally
responsive pedagogy: knowledge, communication, relationships and reflection.Planning to support diverse cultural backgrounds and languages in my classroom involves:
1. Knowledge of the content, pedagogy, community and students.
2.
Communication
- encourage the visibility of Māori language throughout the learning environment and use of Te Reo (one of the strongest expressions of identity is language)
- Māori concepts and perspectives are important to the learning process
- conversations challenge ideas, evoke new thinking and build resourcefulness
- words/images/dialogue/situations stimulate curiosity and enquiry
- meaningful real world problem solving
3.
Relationships (whānaungatanga)
- building trust, confidence and capability with positive interactions and high expectations
- communicating deep care in tangible ways
- collaboration is valued as well as students taking responsibility for their own learning
- learning reflects local issues, values and the natural environment
- restorative practice
4.
Reflection
- an active dynamic process and reciprocal relationship between learning and teaching (ako)
- assessment feedback and feed-forward, next steps
- learners and teachers reflect on and evaluate the learning and teaching
My Reflection:
When researching some of the articles about a culturally
responsive pedagogy in the context of Mathematics teaching I felt quite
inspired. There were many activities and techniques that I have not used before
such as storytelling and choral responses for skill based learning.
High Expectations
There is only a very small percentage, if any, Māori
students who choose to study Mathematics at NCEA Level 2 or 3 in our school. Up
to this point I have made excuses as to why I think Māori students do not study
Level 2/3 Mathematics. I regret that I have thought this way. I now feel challenged
to ensure these akonga are confident and passionate in their Mathematic skills
at Year 9-11 so that they can continue to high level Mathematics.
I am also challenged to ask myself “How did each of my
students do today?” If I am not regularly checking books, do my students think
I am unconcerned? Probably. My goal will also be to make better use of the last
10 mins of class time for reflection –sometimes oral feedback and other times
written.
When looking at the Unitec (n.d.) Poutama I think that I am
still on the bottom level of cultural responsiveness (Te Reo Māori is at a
basic level, there is a culturally safe learning environment, basic tikanga
Māori in lessons, learning/teaching approaches are inclusive) but hopefully new
steps are being made to teach in a more culturally responsive way.
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.
Bonner, Emily P., &
Adams, Thomasenia L. (2012). Culturally Responsive Teaching in the Context of
Mathematics: A Grounded Theory Case Study. Journal of Mathematics Teacher Education, 15(1), 25-38.
Education Review Office (2013) He Pou Tātaki - How ERO reviews early childhood services. Retrieved from http://www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-early-childhood-services/part-4-eros-framework-for-review-nga-pou-here/
Gay,G. (2002). Preparing for culturally
responsive teaching. Journal of Teacher Education, 53(2),106-116.
Ukpokodu, Omiunota N.
(2011). How Do I Teach Mathematics in a Culturally Responsive Way?: Identifying
Empowering Teaching Practices. Multicultural Education,19(3), 47-56.
Unitec. (n.d). Learning and
Teaching at Unitec Institute of Technology. Retrieved from Booklet.http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf
Hi Sue
ReplyDeleteI'm wishing that I had read your blog on Indigenous Practice before I had written and submitted mine! I really like the way you discussed the broader and more inclusive interpretation of Culturally Responsive Practice as defined by Gay (2001).There are so many cultures to consider in our teaching practice it becomes easy to just focus on one. I have noticed you describe yourself as someone who is fascinated by maths which is so great. It took me 40 years of NOT being at school to become fascinated by maths and to feel I could have actually been pretty good at it at school had the teaching style been different! I see this with my younger daughter at school. She was heading down the path, age 6yrs of being a low achiever in maths which didn't make sense to me because of her genetic dispostion (her dad is a bit of a whizz!). I have noticed that girls who don't achieve at maths, no matter how good they are at other subjects tend to lack confidence in many other areas of their lives? and I didn't want this for my daughter. We whipped her into KIP Mcgrath and her maths abilty, as well as her intrinsic interest in numbers has absolutely blossomed! Shes loving it! Your postivity and curiosity around ways to improve your maori learners experiences in maths will have significant impact on their futures and career choices. We need more teachers with your enthusiasm for this subject!
Thanks for your comments Helen. I am quite excited about new possibilities in Maths teaching and learning having just returned from a new Pedagogies for Deep Learning conference with Michael Fullan. Much as we have been studying, NPDL highlights looking for clear evidence of success, accelerating learning with technology, and learning through collaborative authentic tasks.
ReplyDeleteSo glad your daughter is enjoying her Maths learning again, may it continue!
Hi Sue,
ReplyDeleteI had no idea that the percentage of Maori students who were studying NCEA level 2/3 mathematics was so low. This breaks my heart (I love maths!! haha) I think its not only capturing them at years 9/10/11 that's important but its our responsibility as educators even in primary school to foster that love of mathematics. I get that is not for everyone but I am going to try really hard for high school teachers sake to instill a love of maths in my students. Even if I only get one to two loving it I will take that as a win!