Poutama Pounamu Online - Module 4

Educationally Powerful Connections - Reflection

The key message from this module is to LISTEN and be PRESENT to build effective
relationships where goals and aspirations of the school align with those of whānau.
To do this we need to create spaces where Māori can engage on their own terms, we
host without an agenda and we listen to what they want of us as educators. From here,
together we have a shared understanding, co-construct goals and celebrate success
(in whatever form this may take). This can be uncomfortable as in order to do this we
have to balance our professional self with our personal self, connecting at a personal
level, committing fully with no boundaries and understanding the power of the collective
partnership. By experiencing this discomfort we become aware of what it is like for our
Māori learners.

Upon reflection of our own practice, drilling down into what is really happening in our
learning environment we acknowledged that we do not really engage with our local
iwi. We made some incredible connections last year when we went to our local marae,
experienced a powhiri and took part in a variety of activities. What we have failed to do
is to nurture this connection and build on it. We as a team need to reconnect so that
we are able to develop formal cultural connections.

The following is my reflection from Module 4:

Why did I give that answer?

We had a frank and honest discussion around how we have failed to build on connections
made with our local hapū and what our next steps are going to be to reconnect. We
think we are doing well as a team but the wider picture is not as positive. We would
like to connect with our Māori whānau by getting out of our comfort zone - contacting
our whānau on a personal level, meeting with them in a space they choose, where we
can talk together about what is happening and what they would like to see happen for
their children.

What are two key ideas you are taking from this activity?

My first idea is…

I need to keep moving forward, standing with my team to make a difference for our
whānau in our teaching team Whenua even when it means feeling very uncomfortable.

My second idea is…

You must LISTEN and be PRESENT! We have to respect the differences in how issues
are approached and discussed by ensuring that the dominant culture is not leading the
way.  Coming across as a 'know it all' and that we know better about their children's
education, alienates the very people we want to build effective relationships with.

What actions do I and others intend to undertake as a result?

We as a team acknowledged that we do not really engage with our local iwi. We made
some incredible connections last year when we went to our local marae, experienced a
powhiri and took part in a variety of activities. What we have failed to do is to nurture
this connection and build on it. We as a team need to reconnect so that we are able to
develop formal cultural connections. As part of our team moving forward, I would like to
connect with our Māori whānau by getting out of my comfort zone - contacting our
whānau on a personal level, meeting with them in a space they choose, where we can
talk together about what is happening and what they would like to see happen for their
children.

We need to look at the positives we have in our programme and how we connect with
our Māori whānau, and not beat ourselves up about what we haven’t done - this will
achieve nothing. We are going to stand strong and action what we feel is necessary to
build relational trust and develop cultural connections with our Māori whānau.

Poutama Pounamu Online - Module 3

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.

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.