Activity Nine - Evaluations of the Cultural Responsiveness in Practice

My Knowledge

Having trained in the UK arriving in NZ, my knowledge of Maori and Pasifika students was non-existent. Over the years I have enrolled in Te Reo classes which taught some language but what I got most from it, is the understanding of the culture. The schools I have worked in have been predominately pakeha with several British teachers. I have been involved with several PD sessions increasing my knowledge and pedagogy for teaching these student. I have developed some language skills. When I teach Maori to my class, I am always open that I am learning along with them too. It is an area I am still developing.

Gay (2000 as quoted in 'intime') defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them. 

Last year I had a Tongan student in my class. I saw first-hand how important it was for me to be culturally responsive in order to engage her in her learning. Providing writing experiences, texts and Math examples that related to her culture she could relate to the learning more and this resulted in accelerated progress measured by National Standards. By enabling her to share about her culture, it valued her strengths in Art and Music and helped develop friendships with her classmates. They also had a better understanding of her culture. This year I have been ensuring I have been valuing the cultures of my current class and I have been incorporating Maori culture into the classroom as well as the language so all children gain a better awareness. I am still at the beginning of this journey and still have lots to learn.

School-Wide Activities

My school believes in ensuring all students and their culture are promoted and valued. Several school-wide activities are available for students to participate in and learn.

 -  Kapa Haka. Our school has a popular junior and senior kapa haka. Maori students are encouraged to be part of the group.

 -  Cultural picnic. Each year we hold a cultural picnic where each child learns about a culture of their choice. Families come together to watch student performances and share kai that celebrates the cultures children have been learning about.

 -  Kai club and Pacific Eats. This is in response to the community. Maori and Pasifica children and their families come together to share food and cultural experiences.
 - Homework club to support Maori and Pasifika students.
 - Speech contests in Mandarin, Te Reo and Korean. Students have been encouraged and supported to entering speech contests valuing their native language and for those learning the languages too.
 - MBS news. Our school news station which shares learning and cultural experiences that are happening at our school.

Communication Methods

Brown refers to various research when discussing the importance of constant communication with parents. It is not just attending events at schools but finding out about what is important to them for their child's education and progress. My school has built relationships with Maori and Pasifika families. They are invited to share their views and cultural knowledge on ways the school can support their children. We have also widened this further to bring in communication from other nationalities represented at our school. This is through our international community group. Both groups provide a parent voice as to how they perceive school and how we can further support them. It also helps communicate about things we believe parents are aware of and aren't and it bridges a gap when there is a language barrier.