Reflective Entry 3 - Indigenous Knowledge and Cultural Responsiveness
This week has been a particularly challenging week in terms of reflectiveness. I have had to dig deep to consider my own ideas about cultural responsiveness within my teaching practice and consider the correlation between my espoused theories and my theories in action. At times this has been uncomfortable for me to be truly honest with myself. Putting this into a blog that others can then read has heightened my level of uncomfortableness. However, it can only make me a better teacher, so here goes.
I’ve always been aware of the need to be culturally responsive in the classroom. After all, children (my main focus) are children and their skin colour and race has never been a conscious issue for me - however, my actions may be an issue for the children I interact with each day. A study by Rosenthal and Jacobson (1968) Pygmalion In The Classroom, was first brought to my attention about 15 years ago and has helped shaped my teaching philosophy. I didn’t know the term cultural responsiveness then - but slowly over time, this has become a very much a part of my espoused pedagogy. These days, my pedagogy has evolved to understand the need to bring the lived experiences of my students into the classroom and help make connections within the learning activities I provide and plan for, and build on the knowledge the students already have. Russell (2012 talks of the different elements that are required from a teacher to really provide a culturally responsive education for students and as I listen I can measure how my espoused theories and action theories align.
How Is This Informing The Way I Take Action?
Using the Action Continuum extracted by Milne’s presentation at ULearn 17 I’d like to think I am operating in the middle of the continuum, As I consider the actions I am taking in this particular inquiry, Many of the things Milne identifies at this level are things that we are aware of and are embedded in our practice daily so we didn’t see a need to outline these in the plan for taking action, e.g. using language and cultural content - this happens daily.
W have consulted with our Te Reo coordinator and made sure that our Tikanga is correct in terms of the context and in my class we have used Te Whare Tipuna and the ten stages of Powhiri as a springboard for our writing lessons. So, while some students are Pasifika, I am hoping that the comparison between Tikanga and the Talanoa of Pasifika students will provide meaningful cultural contexts for all the students. I think now, in terms of my cultural responsiveness and indigenous knowledge, I’ve managed to set the scene well for the taking action stage of the inquiry. The learning activities, in particular, have been designed around the students based on what know about them, however, it is necessary that I continue to form stronger and more in-depth relationships, with them and their immediate caregivers, so that I do not assume that based on their ethnic identification, they all have the same/similar cultures. As a result, I have added another action to my plan and that is to engage with the whanau throughout the inquiry, to help me really create authentic and meaningful contexts for learning activities.
What Are My Next Steps?
To move to the next level on the continuum, it is evident that I need to do more. The wider context of the community I am working in is an integral part of my cultural responsiveness and something that I need to move forward with. Sure, we have relationships with the families, but I feel like I still work in isolation in my classroom and sit back and let the senior members of the school establish the boundaries to work within. For the students in my class, there is no question, that I need to take on some of the responsibilities and open these channels of communication. I also need to understand further what the success for Maori as Maori looks like in terms of definitions of success with an education setting, where up until very recently success has largely meant meeting national standards.
References
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? =5cTvi5qxqp4&feature=em-subs_digest on 26 June 2019.
Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file]. Retrieved from https://vimeo.com/49992994 on 26 June 2019.
Rosenthal, R. & Jacobson, L. Urban Rev (1968) 3: 16. https://doi.org/10.1007/BF02322211 Retrieved 28 June from https://link.springer.com/article/10.1007/BF02322211
Hi Charissa
ReplyDeleteI enjoyed reading your post. I feel like the term "cultural responsiveness" has become a bit of a meaningless phrase that is is thrown around in educational settings. However, I do think that you have put a lot of thought into how culturally responsive you are within your own classroom. I whole heartedly agree with the point you make about ethnic identification. I feel as a Samoan myself, I am constantly put into a group that I don't necessarily identify with. I am a New Zealand born Samoan which makes me quite different to Samoan people from Samoa. I also do not speak Samoan nor do I enjoy "hands on learning" or "working cooperatively" in all situations which is an assumption often made about our Pasifika learners. Many of these assumptions I feel, have been created through a white middle-class lens.
My question to you is... whether you have considered how your own culture impacts on how you are responsive to others? I went to an excellent keynote last year where the speaker was talking about educators first being proud about where they come from and their history and the impact this has on their cultural responsiveness. Many of the teachers I was sitting with, who were of European decent, did not think they had a rich culture or history to share which was sad.
Thank you for your comment Savelina. Ethnic identification is not cultural responsiveness and this is something I try extremely hard to avoid in my classroom. Growing up in a school system where I was one of the hegemonic group I never really had to talk about my culture. It was just there, everyday, happening to me and around me. It does make it hard to see things in a different way. Thankfully though, it's talked about a lot in today's schools and I have a new awareness that contines to grow. You know, interestingly, I am a little envious of the rich and dynamic cultures that the students bring to our classes and wish I had the same pride and understanding of my own!
ReplyDeleteI believe the sooner we discard the term 'cultural responsiveness' and start refering to 'learner responsiveness', the better it will be for everyone. I am mindful of my tendency to 'dump' my learners into ethnic groups (mentally, not physically!) but hopefully this is happening in my head less and less.
I also know that my own upbringing influences my response to others and I ask, how can it not? Mindful of this, this inquiry is about giving the children agency - and responding to that voice that they bring. I hope that this will in fact make me more aware of how to respond, rather than rely on my own culture/upbringing/pre-conceived ideas. Thanks for this - it has made me think.