Poutama Pounamu Online - Module 2

Culture, Language and Identity - Reflection

I found this module particularly challenging - as it highlighted my lack of deep understanding of the Ka Hikitia document. Yes, I knew about it, had seen it but never really dug into it, in fact, I found that I was embarrassed.

So many thoughts were coursing through my mind, tumbling over one another - there is conflict in what I know (or don’t know) with what I think I want to do and the questions that arise from looking into oneself. How do I develop my knowledge and understanding further and what is the impact of this, both on my personal growth and growth as a professional educator? How do I open the door for others to take a leadership role when I am just a female pākeha woman? I know I need to do more but how do I negotiate the minefield that comes with it? Where I thought of empowering people to lead, can it be construed as “sharing a position of power” therefore reinforcing the idea that I am coming from a place of power??

After viewing Sir Mason Durie speak; He Korowai Oranga - Māori Health Strategy launch from 2014 my conflicting thoughts around how to understand different perspectives without offending someone was somewhat appeased. Yes, we are able to hold views simultaneously, changing to and, not or. We need to judge the situation in context as to the best approach and acknowledge the beliefs held. For example, Mauri - the life force or life essence of a person or being. “A person who is ‘Mauri Ora’ is one who is healthy in wairua (spirit), hinengaro  (mind), and tinana (body)” (Te Wananga o Aotearoa, n.d., p. 8). Is there only one way (medical) to heal a person? Who are we to dismiss one belief over another?

I feel like there are so many more questions than answers at the moment...

Why did I give that answer:

I enjoy having the opportunity to sit and discuss what we have viewed and listened to without a fear of being judged. It has certainly proved thought-provoking as my ideas, thoughts and wonderings have been challenged (not as a criticism but as a way of deepening my understanding). Each of us has brought their own lens to the conversation, at times they may be similar and others, not). It was reassuring to realise that one can hold different views simultaneously, judging a situation in context and the beliefs present. This has lead me to probe deeper  - what are my understandings and beliefs and how do they affect my ability to be a leader, or even if I want the role?

What are two key ideas you are taking from this activity?
My first idea is…

Complete the second kīte from He Papa Tikanga; Te Ao Mārama - The World of Understanding (Te Wānanga o Aotearoa as this course is supporting my growing understanding of The Māori World and key concepts in Māori culture.

My second idea is…

To continue to challenge what we do and why we do it, beginning with my learning team - Whenua (teachers and students) and provide provocation to other staff members to question further their understandings. I would do this through questioning and sharing of resources (Ka Hikitia, Poutama Pounamu videos/links around student voice, Ako: Critical Context for Change).

Term 2 Week 2 Reflection

Inquiry Through Play

One of the goals that I selected as a next step was to have a deeper understanding of the what the Pre-Operational Cognitive Stage through to the Concrete Operational Cognitive Stage in development is and where our learners sit within this continuum. Is this learner developmentally ready for what I am trying to do?

This has quite an impact on what I am trying to achieve in Whenua. I no longer try and push the learner into learning that they are not developmentally ready for - that it is ok to meet them where they are at present and respond to their current needs. This has led to a higher level of engagement from the learners (for example, J, F, E) and they are smiling and actively joining in what is on offer. - even continuing with the activities at home! There was one small group that threw a ball around each session (A, L, J), and at first, I was unsure of how to respond or encourage them to explore other areas of play. Then I realised that this was their ‘safe’ option and that they were not developmentally ready for anything else at that point- so I left them to it, working on the idea that they would tire of this and see what others were doing. By the fourth day, they had indeed moved on and were investigating insects, their homes and how they could design a suitable home!

A second goal was to get to know the NZ Curriculum inside and out, making links to what the learners are doing in their play and the AOs - using documented observation to inform next planning/response to play, planning for areas that do not naturally arise and how to inject knowledge (throwing the hook out and seeing who takes the bait - or not!). What a pleasure it has been to delve back into this amazing document. Armed with my notebook and iPad (for photos) I have observed what is happening, asked questions and dropped morsels into the conversation and walked away. From our observations we have set up provocations and invitations - some have been ignored but we are not concerned as we will offer them again at another time. The more we link what we observe with the NZC the more skilled we become. My aim is that in our Team Meetings we will share a photo we have taken and then map it back to the Curriculum. The example below is from the Nitty Gritty workshop I attended facilitated by Longworth Education at Takanini School in April. Our group brainstormed the links to the NZC. This is an example of what I would like to do in Team Talks.

From “The Nitty Gritty Workshop” Longworth Education, April 2018

Pounamu Poutama (further reading)

I have started reading "Healing Our History, The Challenge of the Treaty of Waitangi" by Robert Consedine and Joanna Consedine. All I can say is that this book needs to be a must read for educators - as it provides background to the struggle and conflict Māori continue to experience in Aotearoa and the part ‘Colonisation’ has played and continues to play in this.

Pause, Breathe Smile

We had our first session of Pause, Breathe and Smile with Tracey and Laura. Our Learners were asked to complete a self-awareness activity where they had to place themselves on a tree (see below) of how they felt about mindfulness and their response to it.

Interestingly there was a small group who placed themselves in ‘free fall’. They are a group we had already noted did not involve themselves in our Mindfulness programme showing disinterest, preferring to annoy others and fidget. We will repeat the activity in eight weeks time, at the conclusion of our module so are hoping to see quite a shift in their level of engagement.

Poutama Pounamu Online Module

Module 1 Agentic Responses to the Fabric of NZ Society - Reflection

Kete 1: Conscious and unconscious prejudice  

Kete 2: Considering student voice  

Kete 3: Considering the teacher's role

What do you know about ‘unconscious prejudice’ and how it influences how you
respond and act? This is the first activity I have undertaken as part of a Ākonga
involved in ‘Poutama Pounamu’, an online learning environment.

I honestly thought that I was doing okay when it came to neutralising conscious
prejudices but when I was confronted with “The Choice” by Robyn Kahukiwa and
two cartoons that have been published in newspapers

Painting:

(From Poutama Pounamu, 2018)

I came to realise I wasn’t as ‘clean’ as I thought. I shared what I could see in
“The Choice” - the use of symbolism, colour, composition and how this suggested
the conflict the young Māori girl had between her Māori world and the pakeha world
that her family wanted her to be part of. However when I looked at the cartoons next,
it was brought to my attention that I had interpreted the subjects as Māori when on
closer inspection they were not of ‘brown’ but peach colouring.

Further conversation centred around relationships and how I thought we did better ‘job’
at primary level (pronouncing names correctly, using the correct vocab, exploring
protocols and processes in response to my Māori students). I was taken aback at my
unconscious prejudice and how I brought my preconceptions to the activity without realising
I was doing this. This led me to question if and how my unconscious prejudices influence
my teaching! However I have no real idea of what this looks like or how to find out,
hence the learning journey I am now on.

I am only just beginning to realise that being culturally responsive and inclusive goes
well beyond what we are doing presently. It is the whole process rather than a ‘thing’
that we do. I need to think about how I respond in a culturally responsive manner –
realising that what I know influences the way I build relationships and what I think is
appropriate may very well not be. I need to consider what is sitting under my response
and why I feel that way. My depth of knowledge and understanding needs to deepen.
I need to

·   Continue the conversations about equity, excellence and belonging with others.

·   Work with others to effect change in our learning environment.

·   Work to change my practice through research and experience.

It is a bloody uncomfortable place to be at present!

Reflection Questions

Question 1 -To what extent did you value the opportunity to engage in this group
activity?

I found the opportunity to engage in this group activity extremely valuable. I had not
considered that I had unconscious prejudices, bringing my preconceptions without
realising, through my choice of vocabulary. Being presented with thought-provoking
images and discussion points has led me to wonder how my unconscious prejudices
influence my teaching - what does this look like and how do I find out more? I need to
challenge myself to become more alert and aware of experiences that contribute to my
understanding of words, images, actions and language within the relationships I am
building with my Māori learners and their whānau. The group activity has definitely
sparked my curiosity to find out more.

Question 2 - To what extent will you do the following as a result of the group activity?

Question 3 - Two key ideas you are taking from this activity:

My first key idea is to read further - in particular, "Healing Our History, The Challenge of
the Treaty of Waitangi" by Robert Consedine and Joanna Consedine. Accessing more
research material available on the Poutama Pounamu site will also help me make sense
of how unconscious prejudice influences and impacts on schools. I need a deeper
understanding of what has come before and the impact it has on today and how Māori
see themselves.

My second key idea is become more open to how my unconscious prejudice influences
my teaching  - what this looks like in my everyday actions and how I might make small
changes. I'm not sure what this will look like and how I will do it but I feel that reading
"Healing Our History, The Challenge of the Treaty of Waitangi" by Robert Consedine and
Joanna Consedine will provide some insight for me to make sense of this.

Question 4 - Actions I and others intend to undertake as a result:

I would like to use the material shared with us to initiate staff discussion around our
unconscious prejudices and how we bring our preconceptions without realising. In
particular the use of visual resources such as "The Choice" by Robyn Kahukiwa. I felt
this was powerful way of beginning discussions around what we see, think and wonder -
each of us has a different way of seeing what is in front of us and being able to listen to
others thinking can often add to ours. We may not agree but we are still listening to others
(hopefully!).