This will take courage, commitment and care!
As a teacher in a New Zealand/Aotearoa classroom, I am fully aware of the need to be
culturally responsive and inclusive in my teaching practice - as Janelle Riki-Waaka pointed
out “How will I know that this is a classroom in NZ?” That reignited the drive for me to know
and understand my Māori learners, and what success and achievement looked like for them
as Maori. Most of the literature and learning I have undertaken had been focused on the
need to deepen my understanding of what has come before - the colonisation of Aotearoa
and the impact this has had on Māori, successive systemic practices and policies all
determined by the dominant culture (institutional racism). As educators, we need to be
responsive to our learners' prior knowledge and experiences so we can develop a collective
partnership to raise outcomes for Māori learners (Poutama Pounamu, University of Waikato).
culturally responsive and inclusive in my teaching practice - as Janelle Riki-Waaka pointed
out “How will I know that this is a classroom in NZ?” That reignited the drive for me to know
and understand my Māori learners, and what success and achievement looked like for them
as Maori. Most of the literature and learning I have undertaken had been focused on the
need to deepen my understanding of what has come before - the colonisation of Aotearoa
and the impact this has had on Māori, successive systemic practices and policies all
determined by the dominant culture (institutional racism). As educators, we need to be
responsive to our learners' prior knowledge and experiences so we can develop a collective
partnership to raise outcomes for Māori learners (Poutama Pounamu, University of Waikato).
Much has been written and researched about racial and cultural bias in education and its
impact on our Māori learners. The message coming through strongly in what I have read
is the necessity to recognise our own unconscious bias/prejudice and how this influences
our teaching practice. Critically examining my own unconscious prejudice and assumptions
have been painful and revealing. In “Colouring in the White Spaces” (2017), Anne Milne
uses powerful language and pulls no punches about what is happening in education, forcing
one to sit up and critically examine what and how we think, especially from a position of white
privilege. When you are a white, middle-aged woman and only now realising that you display
unconscious prejudices, reading Milne’s book, listening to Hoana Pearson speak and taking
part in frank discussions, this forces you to critically examine and rethink classroom practice
(and how I respond in society). It takes courage to step outside of the dominant and powerful
culture that is pākehā - recognising that white spaces are spaces “that reinforce stereotypes
and negative ideas about Māori” (Milne, 2017, p.5).
impact on our Māori learners. The message coming through strongly in what I have read
is the necessity to recognise our own unconscious bias/prejudice and how this influences
our teaching practice. Critically examining my own unconscious prejudice and assumptions
have been painful and revealing. In “Colouring in the White Spaces” (2017), Anne Milne
uses powerful language and pulls no punches about what is happening in education, forcing
one to sit up and critically examine what and how we think, especially from a position of white
privilege. When you are a white, middle-aged woman and only now realising that you display
unconscious prejudices, reading Milne’s book, listening to Hoana Pearson speak and taking
part in frank discussions, this forces you to critically examine and rethink classroom practice
(and how I respond in society). It takes courage to step outside of the dominant and powerful
culture that is pākehā - recognising that white spaces are spaces “that reinforce stereotypes
and negative ideas about Māori” (Milne, 2017, p.5).
Where do I start?
I have reflected on my journey so far but have a way to go so identifying where I sit on the
action continuum - eliminating White spaces (Ann Milne) is a way of checking where I am at.
action continuum - eliminating White spaces (Ann Milne) is a way of checking where I am at.
From Dr Ann Milne; Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools. Presentation at ULearn 2017
At present I feel that I am sitting at the purple level, leaning towards the green - ‘some
language and cultural content...but still colonial in terms of expectations, definitions of success”.
I am only a third of the way through “Coloring in the White Spaces” so no doubt there will be
much more to come.
language and cultural content...but still colonial in terms of expectations, definitions of success”.
I am only a third of the way through “Coloring in the White Spaces” so no doubt there will be
much more to come.
What next?
When reading “Healing Our History” (2001), Consedine says “change only occurs when you
allow yourself to be what you are, instead of trying to be what you’d like to be” (Consedine &
Consedine, 2001, p. 159). This is supported by Hoana Pearson (2018) when she said that in
order to know and understand others you need to know and understand yourself. By actively
exploring the intended meaning of Te Tiriti o Waitangi is, the implications and how this has
shaped where we are today, we will be able to move forward. I need to do this in a way that
retains my own authenticity and identity. It is not about blame or guilt (easy to say I know) but
acknowledging the mistakes of the past and having the courage, commitment and care to
make a difference from now.
allow yourself to be what you are, instead of trying to be what you’d like to be” (Consedine &
Consedine, 2001, p. 159). This is supported by Hoana Pearson (2018) when she said that in
order to know and understand others you need to know and understand yourself. By actively
exploring the intended meaning of Te Tiriti o Waitangi is, the implications and how this has
shaped where we are today, we will be able to move forward. I need to do this in a way that
retains my own authenticity and identity. It is not about blame or guilt (easy to say I know) but
acknowledging the mistakes of the past and having the courage, commitment and care to
make a difference from now.
I feel that Hoana Pearson’s “The Courage to Relate - The Essential Ingredients” is a
structure that will support me on my continued journey.
structure that will support me on my continued journey.
From Hoana Pearson; Outline of MAC's and what works.
Presentation at Waikato Principal’s Association Connections Day, 2018
Presentation at Waikato Principal’s Association Connections Day, 2018
I have so much more learning to do!
References:
Consedine, B. & Consedine, J. (2012). Healing our history: the challenge of the Treaty of Waitangi
(2nd ed.). New Zealand: Penguin
(2nd ed.). New Zealand: Penguin
Cultural relationships for responsive pedagogy...builds on Māori metaphors [Brochure]. (n.d.).
Tauranga, New Zealand: The University of Waikato.
Tauranga, New Zealand: The University of Waikato.
Milne, Dr. A. Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools
[Video file]. (n.d.). Retrieved from https://www.youtube.com/watch?v=5cTvi5qxqp4
[Video file]. (n.d.). Retrieved from https://www.youtube.com/watch?v=5cTvi5qxqp4
Milne, Dr. A. (2017). Coloring in the White Spaces. New York, United States of America:
Peter Lang Publishing.
Peter Lang Publishing.
Pearson, H. (2018). Outline of MAC's and what works. Presentation, Hamilton, New Zealand.
