Cultural Relationships for Responsive Pedagogy - Reflection
This module has reinforced everything I have been exploring in other areas of my practice.
Everything is coming together across the different professional learning I am currently
undertaking - Te Wānanga o Aotearoa He Papa Tikanga, having the opportunity to listen
to powerful speakers such as Hoana Pearson, read confrontational material such as
“Colouring in the White Spaces” by Anne Milne and participation in the CORE Education Empower programme Te Whakamānawa Culturally Responsive Practice in School Communities from Term 3.
to powerful speakers such as Hoana Pearson, read confrontational material such as
“Colouring in the White Spaces” by Anne Milne and participation in the CORE Education Empower programme Te Whakamānawa Culturally Responsive Practice in School Communities from Term 3.
The message that comes through is a strong need for a deeper understanding of what has come before (colonisation of Aotearoa), being responsive to our learner's prior knowledge and experiences so we can build whanaungatanga. The roles of ako are fluid, and it is important to add value not dilute as we move forward in learning - adding to the kete, not taking out. Underpinning this is the responsibility that we never assume that just because a learner is Māori, that they know what to do or have the knowledge of all things Māori.
The following is my reflection from Module 3:
Why did I give that answer?
We have different experiences that can be shared in an environment that is
non-judgmental and supportive. It does get uncomfortable at times, but we respect what the other has to say. Our Kaiwhakaako will challenge our ideas and thinking but does not belittle or make us feel inadequate. I enjoy the discussions we have immensely as they make me reflect and think beyond what I know.
What are two key ideas you are taking from this activity?
My first idea is…
To continue to ask for help and support to improve my own understanding and practice of
developing cultural relationships for responsive pedagogy.
My second idea is…
To challenge and question other within our staff to look deeper into our own school’s
(and their own) understanding and practice about developing cultural relationships for
responsive pedagogy. As a staff, we started this journey last year but I feel it has fallen
away. Hopefully undertaking the CORE Education Empower programme Te Whakamānawa Culturally Responsive Practice in School Communities from Term 3 will provoke further critical reflection, discussion and exploration as a staff and school.
What actions do I and others intend to undertake as a result?
As a collaborative team, we critically reflect on our classroom practice and programme
on where to next in term 3 and beyond.
Take a more active role in supporting staff on their continuing journey, beginning with
the CORE Education Empower programme Te Whakamānawa Culturally Responsive Practice in School Communities. Asking the questions that need to be asked - it will be uncomfortable at times but this needs to happen so others begin to look more closely
at the ‘white spaces’ playing a part in their practice.
I don’t have all the answers (if any!) but I can help facilitate the peeling back the layers of doubt, show honesty in my own practice and a willingness to learn more.
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