Culturally Responsive Practice in Future Focused Schools

Recently I attended a presentation by Janelle Riki-Waaka on ‘Culturally Responsive Practice’. We began by sharing stories about either our first car or a story around the meaning of our first name. These two topics evoked a lot of feeling in the room.  
The activity had two purposes; the first was to make connections with those around us and the second was to highlight the importance of names and the meanings behind them.

Being culturally responsive means knowing, valuing and celebrating the stories of your area.

Culturally Responsive Practice in Future Focused Schools

Russel Bishop stated that “What works for Maori students will work for everyone.”  However the reverse is not necessarily true.

Schools should reflect the bi-cultural heritage of Aotearoa, NZ first and foremost.

If Māori language is truly valued in schools, shouldn’t all teachers be learning how to speak Te Reo in order to integrate it into the classroom? We wouldn’t accept a teacher saying “but I don’t know how to do maths." We would expect them to do something about it.
 
This prompted me to question the reason why our local schools employ an itinerant Māori language teacher. Is this being used to support teacher growth and confidence in the teaching of Te Reo or is it seen as a way of ensuring that Maori language is taught? 

Ka Hikiktia states that 'Māori language is the foundation of Māori culture and identity......it supports students to connect with their identity as Māori. This is a strong foundation for well-being and achievement.'  It also states that 'Māori language in education is critical in enabling the Crown to meet its Treaty obligations to strengthen and protect the Māori language. Education is the key vehicle to revitalise and sustain the Māori language.' (pg 27)

If we are to honor the Treaty of Waitangi and be culturally responsive then we need to first begin by shifting our own attitudes and values.

So what does being culturally responsive mean?  It means celebrating differences. Knowing each learner on a deep level and  forming strong reciprocal relationships. It means realising individual potential and leveraging off it in order to help learners succeed in other areas. 

When engaging with Maori students, whānau and iwi it is important that we keep the 3 P’s at the forefront of our minds.

Partnership

• equitable, reciprocal
• acknowledge their mana and whakapapa
• Acknowledge and grown their potential

Participation

• Invite and engage
• Go and learn about them

Protection

• Their aspirations
• Their culture, reo, iwi
• Their whānau

Next steps: - To critically reflect on culturally responsive practice within our school. 
Some questions to discuss:- 

• Do we have a good understanding of the Treaty of Waitangi as it relates to education?
• How can we learn more about our Māori families - their history and their tikanga?
• How can we learn more about their aspirations for their children? How we can best support them?
• Do we have a shared understanding of Ka Hikitia? 
• Do we have a good working knowledge of Tātaiako: Cultural competencies for teachers of Māori Learners?

What are we doing well? What could we do better? Where to next?