Culturally appropriate

Culturally responsive pedagogy. Three words that bring to mind days spent at Uni, essays written and long forgotten. How responsive actually is my pedagogy?

Gay (2002) identifies five elements of a culturally responsive pedagogy:  including knowledge about cultural diversity, the culturally integrated content in the curriculum, the development of the learning community, the ability to communicate with culturally diverse students and culturally responsive delivery of instruction.

I would like to think I integrate culturally relevant content - I have a heavy focus on Maori and Pasifika authors across the year as I teach a range of texts by authors from this realm.

I have perused many times Bishop et al.(2009)'s discussion of Maori and Pasifika learners in New Zealand, and somewhat agree with their belief that current educational policies exist within a framework of neo-colonialism, with educational policies based on a racist viewpoint, which reflects the social history of the controlling racial group. We often require students to perform in a manner befitting the dominant social class, instead of allowing them to flourish according to their strong points

Bishop, Berryman, Cavanagh & Teddy (2007) found that when Maori students have good relationships with their teachers, they are able to thrive at school. By rejecting deficit theorising, focusing on raising Maori achievement and repositioning our pedagogy, Maori achievement increases.

So - How Responsive is my Pedagogy?

On a school level, I  believe we are at the 'blue', possibly moving towards the 'purple' level. We hold Haka Waiata competitions, there is consultation with local community and a Whakairo class - yet the school is dominated by "whitestream" thinking. 

My personal practice is also unfortunately at the same level. Although I respect all learners as culturally independent individuals, I work within and continue to venerate a 'colonial' system, rather than one which focuses on indigenous learners.

Interestingly, many students in my school are neither indigenous nor colonial - but Pasifika students, who are often lumped together with Maori learners. I think there is an issue here, as just because both groups often fall behind academically and socially, they are often treated as 'the same problem.' Instead, these groups have vastly different problems. One has had their land stolen, the other has moved to a new country where they are only recently finding a strong voice.

What next?

I believe change needs to be led by the government and the school. there is only so much a classroom teacher can do when constricted by the demands of NCEA and the constant urging by management and parents to succeed, get more credits, get more Merits and Excellences. We train students to pass the system, rather than critique it.

In the  immediate time, I will continue to use  Te Reo as much as possible in my class, and to try to build students up as both Maori and Pasifika learners.

Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2007). Te Kotahitanga Phase 3 Whanaungatanga: Establishing a culturally responsive pedagogy of relations in mainstream secondary school classrooms. Wellington: Wahanga Mahi Rangahau.

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.

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.