Indigenous knowledge and cultural responsiveness in my practice
Whakataukī
Toitū te kupu, toitū te mana, toitū te whenua
Without language, without mana, without land, the essence of being Māori would be lost
MIHI
Kia ora, Ko te mihi tuatahi ki te atua tena koe.
Ko Kai Tahu toku iwi
Ko Nick Gray toku ingoa
No Otepoti ahau
Kia ora,
I believe that every child is entitled to a quality education and that, as the classroom teacher, I have a responsibility to ensure that the needs of the individual are met.
These needs must be met in a caring and stimulating environment, which inspires trust, respect and a life long love for learning with the focus firmly on the child.
These needs must be met in a caring and stimulating environment, which inspires trust, respect and a life long love for learning with the focus firmly on the child.
This ideal is ultimately my goal as a teacher in New Zealand.
Identify as Maori and growing up this was a challenge for me to recognise in a classroom situation.
In my school days it wasn't acknowledged and as I was estranged from the Maori element of my whanau from the age of 12 this became distant and foreign to me.
The later introduction of higher education through the Christchurch College of Education and the University of Canterbury allowed me to realise this history and make-up of my identity.
It reinvigorated the pride I had and allowed me to pursue this element of myself. Having had a youth where was unfashionable to be Maori I understand we have a long way to go.
Identify as Maori and growing up this was a challenge for me to recognise in a classroom situation.
In my school days it wasn't acknowledged and as I was estranged from the Maori element of my whanau from the age of 12 this became distant and foreign to me.
The later introduction of higher education through the Christchurch College of Education and the University of Canterbury allowed me to realise this history and make-up of my identity.
It reinvigorated the pride I had and allowed me to pursue this element of myself. Having had a youth where was unfashionable to be Maori I understand we have a long way to go.
Maori success has been a strong focus for me in my career and giving me opportunities to lead in my school role.Empowering students and whanau at my school too grow the awareness of issues and improve results.
To initially engage the community and Maori whanau we and talk meetings where we discussed Maori success as Maori compared these and in our school there was much correlation between the wider community and Maori.
We did this with informal and formal meetings involving kai and it was initially successful.
To grow the engagement of whanau used the community themselves focusing on their skills such as having meetings involving weaving and culminating in a hangi.
To initially engage the community and Maori whanau we and talk meetings where we discussed Maori success as Maori compared these and in our school there was much correlation between the wider community and Maori.
We did this with informal and formal meetings involving kai and it was initially successful.
To grow the engagement of whanau used the community themselves focusing on their skills such as having meetings involving weaving and culminating in a hangi.
Issues arising from these meetings included the visual representation of Maori in the school and the overall use of te reo in the classroom.
This group became a focal point at the school and children and parents were proud to be a part of it.
It's sole purpose was to raise awareness and embrace the skills culture and heritage of community members identifying as Maori.
This group became a focal point at the school and children and parents were proud to be a part of it.
It's sole purpose was to raise awareness and embrace the skills culture and heritage of community members identifying as Maori.
This group gave rise to the Maori voice represented in the school.
Milne, (Core Education, 2017) gave recommendations is two ways that we could get this voice from our community.
I feel the initial implementation of the farmer group catered to this in a successful way.
It needs to continue to grow and teachers need to reflect on their own use and teaching of Maori in their classrooms.
Milne, (Core Education, 2017) gave recommendations is two ways that we could get this voice from our community.
I feel the initial implementation of the farmer group catered to this in a successful way.
It needs to continue to grow and teachers need to reflect on their own use and teaching of Maori in their classrooms.
Whilst it is never been an issue to take time for funds to grow this group it is evident that sometimes this culture doesn't correlate with the predominantly pakeha makeup of the staff and community.
Continuing this group has proved challenging as strong leadership from appearance is important and has moved on to other roles or left the school.
Recreating the initial buzz from the group continues to be a challenge and one that often gets overlooked with the supposed importance of other issues.
Continuing this group has proved challenging as strong leadership from appearance is important and has moved on to other roles or left the school.
Recreating the initial buzz from the group continues to be a challenge and one that often gets overlooked with the supposed importance of other issues.
Teachers are aware that this is a challenge as I am aware that it is a challenge for them. I took a to do this they have been offered courses and completed courses in the use of to.do in the classroom. Others have been included in the leadership group around Maori issues and cultural responsivity Insuring that more than one person addressing national concerns around around Maori success as Maori.
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.
CORE Education.(2017, 17 October). Dr Ann Milne, Colouring in the white spaces: Reclaiming cultural identity in whitestream schools.[video file]. Retrieved from https://www.youtube.com/watch?v=5cTvi5qxqp4&feature=em-subs_digest
Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.
Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl.handle.net/10289/7868
Milne, A.(2017).Coloring in the white spaces: reclaiming cultural identity in whitestream schools. New York: Peter Lang Publishing, Inc.
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