Week 31 - Indigenous Knowledge and Cultural Responsiveness
I will be using Rolfe et al.’s (2001) reflective model
Step 1 (What):
What is indigenous knowledge and cultural responsiveness? For me, it’s understanding and valuing that
everyone is different in their own unique way due to where they come from, where they have been and what
they believe is important to them.
everyone is different in their own unique way due to where they come from, where they have been and what
they believe is important to them.
So how does this look in my practices? I believe I do learning and activity resources very well to cater for all
the different cultures represented in my classroom. Working with my families to help me in what resources
I can use or make to support my learners. Starting here allows me to build relationships with parents and
whanau of my learners and create the awareness that their child is valued no matter where they come from.
My learners see how much their whanau is valued that they feel the same, which leads them to be more open
about themselves, their home life and kura.
the different cultures represented in my classroom. Working with my families to help me in what resources
I can use or make to support my learners. Starting here allows me to build relationships with parents and
whanau of my learners and create the awareness that their child is valued no matter where they come from.
My learners see how much their whanau is valued that they feel the same, which leads them to be more open
about themselves, their home life and kura.
Though I have painted a positive picture of what I create in my classroom, it is never as smooth sailing as that.
It actually takes a lot of work and every situation is different. With some of my families it took up to two-three
terms before a relationship was formed.
It actually takes a lot of work and every situation is different. With some of my families it took up to two-three
terms before a relationship was formed.
Step 2 (So what):
Writing up School Practices, Annual Plans or Charter is one thing, but actually following them is another. I
believe every school have the right intentions to do what is best for every learner in their care no matter
where they come from or who they are. This will look different in every school, depending on how they
approach culturally responsive pedagogy.
believe every school have the right intentions to do what is best for every learner in their care no matter
where they come from or who they are. This will look different in every school, depending on how they
approach culturally responsive pedagogy.
A few years back the school I was at were celebrating our school inquiry ‘This is me’. The students did lots of
work on finding out their whakapapa, family and cultural values etc. To involve the staff, I suggested that we
all dress up in our traditional cultural clothing or anything that identifies who you are. Some staff members
were very upset with the idea for they said they did not have a culture and I had made them feel excluded
from the celebrations. I apologised that they felt this way for it wasn’t my intention, but I also asked, how
did they teach their learners the value of culture if they said they did not have one?
work on finding out their whakapapa, family and cultural values etc. To involve the staff, I suggested that we
all dress up in our traditional cultural clothing or anything that identifies who you are. Some staff members
were very upset with the idea for they said they did not have a culture and I had made them feel excluded
from the celebrations. I apologised that they felt this way for it wasn’t my intention, but I also asked, how
did they teach their learners the value of culture if they said they did not have one?
Step 3 (What next)
The first time I read the ‘Action continuum - eliminating the White spaces’ I could identify exactly where I
thought my school would be, also myself. So what would be the next steps for my school? Continue to push
cultural responsiveness Milne, A (2017) and request that staff gets professional development in order to
identify our white spaces within our school, classrooms, teaching, staff relationships and relationships with
whanau and community.
thought my school would be, also myself. So what would be the next steps for my school? Continue to push
cultural responsiveness Milne, A (2017) and request that staff gets professional development in order to
identify our white spaces within our school, classrooms, teaching, staff relationships and relationships with
whanau and community.
Most of our school data identifies Maori learners as well as Pacific Islanders and others. Yet programmes
within the school don’t change to suit the learners. Reading is still reading and writing is still writing. I
totally agree with Milne (2017) when she argues that cultural identity is not just a celebration of language
weeks or a poster here and there around the classroom.
within the school don’t change to suit the learners. Reading is still reading and writing is still writing. I
totally agree with Milne (2017) when she argues that cultural identity is not just a celebration of language
weeks or a poster here and there around the classroom.
Until schools can truly say that they are inclusive of indigenous knowledge and cultural responsiveness, their
learners no matter what culture they identify with will be successful.
learners no matter what culture they identify with will be successful.
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?v=5cTvi5qxqp4&
feature=em-subs_digest
in whitestream schools.[video file]. Retrieved from https://www.youtube. com/watch?v=5cTvi5qxqp4&
feature=em-subs_digest
Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from
https://vimeo. com/49992994
https://vimeo. com/49992994
Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools.
(Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from
http://hdl. handle.net/10289/7868
(Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from
http://hdl. handle.net/10289/7868
PDF: What does it mean to be Culturally Responsive? Retrieved from
https://www.cabe.org/uploaded/Education/What_Does_it_Mean_to_be_Culturally_Responsive_
[Read-Only]_[Compatibility_Mode].pdf
https://www.cabe.org/uploaded/Education/What_Does_it_Mean_to_be_Culturally_Responsive_
[Read-Only]_[Compatibility_Mode].pdf
