Evaluation of cultural responsiveness in practice #9

(Russel Bishop, 2009)

My views on my indigenous knowledge and culturally responsive pedagogy

It's hard not to be culturally responsive, being involved with a diverse multicultural school. When planning I need to consider how I can use the students and the communities wealth of knowledge and experiences to better my understanding as a learner of what works and what does not. Students come to school with their own experiences that do not necessarily match that of the schools or my own. It's connecting these experiences with the curriculum that helps me make what I teach more accessible and that may mean taking on a role of class facilitator with the child being the ako (leader). Therefore, being culturally responsive is valuing diversity as an asset to achieve learning success. Recent stats show Maori are just above Pacific students starting school with prior Early Childhood Education experience, however, prior ECE experience increased for Pacific students by 2.7 compared with Maori 2.1 from 2012 to 2015 and our school has a high enrolment of students with English as a second language. Knowing the learner can help the teacher see the world how they see it and respond in a culturally responsive manner.

How do we address cultural responsiveness in our practice at Fruitvale School?

Our school charter makes many references to how as a school we work towards being culturally responsive and our vision for visibility through strong beliefs and values encompasses cultural responsiveness.  As a school, we recognise the importance of and value parents views and recognise and celebrate diversity.  Taha Maori is integrated into our curriculum, adding a further dimension to teaching and learning e.g. using te reo to solve math problems and in the Arts exploring life through song, dance, and play. 

Our Core School Values

Resilience we come back from our mistakes, failures, and experiences stronger

Reflection we all think about what we do and how we do it to do it better

Responsibility we all work to create the best for each other

Risk-Taking we put our heart and mind on the line believing challenge will grow us

Respect we all deserve the best from each other

Our School's Five beliefs: (Five C's)

• CAN DO: We believe that children' can...! We acknowledge that children may have difficulties with their journey and as professionals we will support and guide them through these times.

• CONTINUOUS LEARNING: Lifelong Learning! We believe that learning is a journey that never ends.

• CREATIVE THINKING: We believe in providing a safe and supportive environment that fosters risk-taking, reflection and creative thinking.

• CARING: We believe in nurturing children's ability to be friendly, caring, tolerant and accepting of differences.

• CITIZENSHIP: We believe that each child is one person in a world of people and must develop the skills, attitudes and characteristics that acknowledges, recognizes and promotes an optimal environment where people co-exist peacefully.

School-Wide Activities

Here at Fruitvale School we incorporate cultural responsiveness into our teaching pedagogy in many ways and there is a huge emphasis on celebrating the students learning. We work together as a community to create school-wide activities bringing students and whanau together to celebrate the diverse cultures of our school.  Every year we host a school production involving every class with a focus on what they have been learning that term. 

One year we had our very own Kitchen Rules Judging.  It involved students sharing their experiencing with food and as class creating a fab dish to be judged in front of the school and parents.  This event was successful in encouraging awareness of the traditions of different countries and developing tolerance and awareness of the different cultural communities within our school.

At our school, we encourage all students to participate in different activities e.g. cultural groups, Mandarin language group. Students, of any nationality or ability, are welcome to join.  We have performed at Corban's Art Center, for parents at school and the community. 

Our school is actively involved with a sports cluster where students represent our school in netball, soccer, athletics, swimming, rippa, rugby and tags.  It is an opportunity for students to show cultural leadership both in the Arts and sports.

Not only do these events promote and recognise the cultures and heritage of our school they help create a sense of belonging.

References:

Bishop, R., et al., Te Kotahitanga: Addressing educational disparities facing Maori students in New Zealand, Teaching and   Teacher Education (2009), doi:10.1016/j.tate.2009.01.009

Treatygate.files.wordpress.com,. (2015). Retrieved 3 October 2015, from    https://treatygate.files.wordpress.com/2014/08/teacher-training-russell-bishop-what-is-good-for-everyone-    not-always-good-for-maori.png