Culturally Responsive or just great teaching?

This is a topic to which I seem to be at odds with a lot of educational peers. When I hear the words culturally responsive I immediately think of all the cultures within our classrooms, not just Maori students. Now don’t get me wrong, I am Maori, I acknowledge historically education has much to answer for in regards to Maori and education. I also acknowledge that Maori are still struggling academically, yet more are achieving than ever before, but to be honest it frustrates me when they are singled out in education, how can we teach Maori better, how can we give them authenticity in their learning? The same way you acknowledge all learners in your class!

You build relationships with your students, acknowledge them, who they are, what they believe, their values, give them a voice no matter what culture they are! Russell Bishop in his video, A culturally responsive pedagogy (2012) identifies 6 key indicators for highly effective educators for Maori.

Firstly, they care for Maori as Maori. They acknowledge who they are, their background, beliefs and values. They provide a safe environment for their Maori students to celebrate who they are and how they learn.

Secondly, they have high expectations for Maori achievement, no deficit thinking here. If you set high standards, expect high standards, provide opportunities to produce high standard displays of learning, this is what you will see.

Thirdly, the learning environment provides opportunities for Maori students to dip into their cultural knowledge and experience and incorporate it into the learning context. Building those links and allowing a connection between themselves and their learning.

Fourthly, providing feedback and feedforward. Acknowledging what was done well and what their next steps might be. Taking it to the next level is providing the feedback and then co-constructing their next steps and or learning context. Providing greater opportunity for a more active role in their learning.

Fifthly, they use a range of teaching strategies and tools, engaging their Maori students and catering their learning styles and needs.

Sixthly, these highly effective educators use evidence of their students learning to guide their teaching. They also insure their Maori students know their achievement levels and what their next steps are in achieving success.

For me, these are the key signatures for all students, no matter what culture. I went through the education system a long time ago, before all the amazing changes and progression that has occurred in recent years that have addressed many of these criteria. Yet for all that I never missed out because I was Maori, never was denied access to anything because I was Maori, and I achieved. I was an above standard student, identified in primary and right throughout my schooling. When I eventually dropped out, it had nothing to do with education, but everything to do with family dynamics.

I believe Professor Bishop has hit the nail on the head when he states it is about developing relationships, learning relationships with students, to forge those connections, to earn the trust of the learner. Yes I’ll admit I often felt no connection to my teachers, and didn’t relate to them, but I did connect to the learning and the purpose of the learning.

I think two things; One if Maori are still not achieving, can it solely be placed on the head of education, and Two what if we focused on all our students, acknowledging and celebrating all cultures, all learners, building positive learning relationships then perhaps all students will achieve. 

References

Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Image retrieved from digital source - https://www.nzonscreen.com/title/koha-nga-pikitia-maori-1987