Indigenous Knowledge and Cultural Responsiveness

Indigenous knowledge and culturally responsive pedagogy

Having taught for 5 years in an inner London school I felt I had a strong understanding of how to be culturally responsive to a wide range of cultures and to celebrate all children's achievements and learning regardless of race and culture.  However, on entering into New Zealand I realised I lacked any deep understanding of Maori learners and their culture.

The New Zealand Curriculum states that "any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students" (Ministry of Education, 2007, p35). With this approach in mind it was important for me to inquire into my teaching approach and explore what teaching strategies were most effective for supporting the learning of Maori students. While the school I work within has a very small number of Maori students it is part of our whole school inquiry to explore how best to support these learners to achieve above and beyond. To be culturally responsive alone is not enough, it has to be a whole school approach and value. To begin the school year the whole school explored the topic of Whanaungatanga, and focused on developing positive relationships with all akonga and whanau. We celebrated all cultures and created classrooms that postively reflect the many cultures within the school.

With a whole school approach and on a personal level I have been fully engaged in raising the achievement of Maori learners and developing my indigenous knowledge and cultural understanding. Through personal inquiry I have a greater understanding of the Treaty of Waitangi and the New Zealand Curriculum and recognise it is my responsibility to ensure my practice acknowledges Maori as the indigenous culture. To ensure I am able to immerse my students in the Maori culture I have attended a number of Te Reo Maori courses which have further developed my communication skills and general understanding. I actively participate in Te Reo staff meetings and ensure that I teach the plans provided by the school, extending these where appropriate to ensure my students have a deeper understanding of Maori culture. I have familiarised myself with Ka Hikitia and the underlying principles and recognise Maori potential. I have worked to develop positive relationships 

with akonga and whanau within my class and understand the need to know each learner on a personal level. Through these relationships I am able to respond appropriately to the different needs and make links to the diverse experiences and cultures seen within my class. I endeavor to make learning purposeful and authentic, making positive links to the childs personal experiences and interests. By developing strong relationships with whanau I am able to ensure achievements and successes are shared both at home and in school and that whanau feel comfortable within my classroom. 

As part of the Senior Management Team I am involved in developing communication with whanau and have been part of a hui exploring the strengths of the school and areas for development. Through this process I have been part of a team to further develop links within the Maori community and explore ways to work together in the future to ensure the success of all Maori learners.

References

Ministry of Education (2007). The New Zealand Curriculum for English-medium Teaching and Learning in Years 1–13. Wellington: Ministry of Education. Retrieved from http://nzcurriculum.tki.org.nz

Evaluation of the cultural responsiveness in practice

Although our school has a wide range of cultures, Maori makes up a very small percentage of these. Even though the number of Maori students is limited, the school recognises its responsibility to acknowledge and celebrate Maori culture. As mentioned previously the school is aware of the need to strengthen ties within the Maori community and have 
committed to working in partnership to ensure all learners achieve the schools Mission Statement which is "to think, to learn, to achieve and to consider others". The schools guiding principles also make links to the diverse culture within the school and state that the school is committed to supporting students to develop sensitivity towards, and acceptance of the rights of others in our multi-cultural society.

Strategic Goals

As can be seen within the core goals, success of all students is paramount and teaching is reflective and responsive of students needs. The student achievement goals were developed after input from staff and whanau and data from National Standards has been used to develop the whole school inquiry which responds to a need within our school community. 

The current Strategic Plan was developed by the Board of Trustees after consultation with staff and community.

It focuses the school’s direction and the core goals are:

• Challenge and support all our children to reach their potential in Literacy and Numeracy.
• Empower our teachers to deliver a stimulating, inspiring and well-rounded education that encompasses all areas of the NZ curriculum.
• Integrate authentic rich learning experiences that incorporate environmental, social and cultural elements.
• Work in partnership with families to develop our students into self-motivated, resilient citizens.
• Enrich our school through positive relationships with our community.

Student Achievement Goals

As with all Primary and Intermediate schools we are required to identify a student achievement goal that links to improving achievement in relation to the National Standards.

Major Goal:

Challenge and support all our children to reach their potential in Literacy and Numeracy through the use of Teaching as Inquiry and Professional Learning Communities.

Supporting Goals:

1. For 75% of Pasifika students to achieve at or above the National Standards in Reading, Writing and Mathematics.
2. For 60% of our “below” and “well below” National Standards students to progress to either “at” or “below” respectively.
3. To increase the percentage of students achieving above the National Standards, and
4. To decrease the percentage of students achieving below the National Standards.

A comprehensive plan has been developed and is being implemented to raise the achievement levels in Reading, Writing and Mathematics. Annually the Board of Trustees, via Management conducts assessment and data-driven self review of student achievement and curriculum delivery practices. These are included in the School’s Annual Report.

School-wide activities

As a school we recognise the importance of celebrating and promoting all cultures within the school community and hold a wide range of activities which develop and promote these.

• Cultural Picnic

We hold an annual community 'cultural picnic' where akonga and whanau come together to celebrate the diverse cultures within the school by sharing cultural performances and food. Prior to the event all students explore a wide range of cultures and take part in cultural
activities such as dance, drama, art and story telling. Parents and key community members are invited to share their knowledge with the students and support the event. Through this activity positive relationships are forged and community links are developed.

• Kapa Haka 

The school now has two Kapa Haka groups, one Junior and one Senior which are led by members of staff and supported by key Maori community members. These groups regularly
perform at the local library and retirement villages and perform powhiri for key school events.

• Kai Club and Pacific Eats

The school holds termly lunches for students who identify as either Maori or Pasifika. With the support of parents, key community members and staff the students celebrate their culture through shared lunches, which involve songs and story telling specific to their culture. These lunches provide students with opportunities develop and extend their relationships.

• Homework Club

In response to feedback from the fono and hui a weekly homework club has been created to support Maori and Pasifika students. This club is run by dedicated members of staff and parents. The club provides opportunities for students to gain further insight and understanding of the tasks set in a supportive and inclusive environment. It also strengthens the links between school and the community.

• Speech Contests

The school now partakes in English, Mandarin and Te Reo Maori speech contests providing students with the opportunity to display their language skills.

Communication 

• Fono and Hui

Since 2014 the school as been dedicated to further engaging and developing relationships with Maori and Paskifica families through bi-annual meetings. During these meetings parents are able to share their views on the school and provide ideas and opinions on how to best support their children. It is through these meetings that the school is able to respond to the voice of these communities.

• Methods of communication

The school is committed to developing methods of communication with parents and the wider community. The school has developed a website that is updated on a regular basis with key information and as a way to share student successes with the wider community. There is also a school app which is used to instantly share important information with parents. Other technological methods of communication include emails, blogs and text messages. The school continues to use traditional methods of communication such as face to face contact and paper newsletters.





References


Strategic Goals retrieved from http://www.meadowbank.school.nz/our-school/mission-statement-strategic-plan/