Timothy Van Zyl-8201.a- Culturally Responsive Practice
Introduction
At the forefront of the New Zealand education system, there is a need for all stakeholders work cooperatively to raise not only the educational standards for our young people but also the social outcomes. We know now that learners come from a range of cultural backgrounds that include diversity in ethnicity, language, socio-economic, religious, and sexual orientation. The question for all school leaders, teachers, and government is how we respond to the similarities and differences that we face within education. One method is for school to endorse the use of culturally responsive pedagogy that recognises that teachers need to incorporate students’ cultural values, beliefs, and experiences in teaching to make learning encounters more relevant and effective for them (Gay,2000; Ladson-Billings, 1995; Villegas & Lucas, 2002). Slee (2010) notes culturally responsive is a set of practices and methods that support students’ learning identity through connections among curriculum, community, and culture. Where students have a voice and can see their culture in the curriculum and instruction while being encouraged to maintain it. Schools within our Matariki Kahui Ako have started the use of culturally responsive framework to explore the values, practices to create all-encompassing schooling environments for our students and families from ethnically and culturally diverse backgrounds. In this paper, I will examine how culturally responsive practice can have a positive impact on students from a diverse background, with a focus on effective leadership to increase student achievement in schools that have a predominantly Māori roll.
Local Context
During an interview for ‘Stuff’ director associate professor Leonie Pihama from University of Waikato Te Kotahi Research Institute stated that in the education system, and the intentions that underpinned it, had failed Māori children for 200 years. Māori continue to suffer from the effects of colonisation, both historically and today, as shown through long-lasting predispositions in education. We consider institutional racism a relic of colonisation, as it has created systems that disproportionately disadvantage Māori. The signing of the Treaty of Waitangi in the 1840s is a legacy that continues to have significance today. We see a need for stand-alone Māori education to be introduced to reiterate Māori rights to self-determination, sovereignty, and equal rights with British subjects.
The New Zealand (2019) document states 8 key principles of which cultural diversity is one. These key principles represent the beliefs of what is important and suitable for the school’s curriculum. Cultural diversity is one of these key principles and schools' localised curriculum should reflect New Zealand’s cultural diversity and value the histories and traditions of all its people.
All localised school’s curriculum should include culturally responsive practices to form genuine and productive relationships with their learners. Teachers, boards of trustees and school leaders can use Tataiako as a guiding document for implementing effective strategies to build strong relationships with Māori students, iwi, and their whanau. These competencies recognise the aspirations of Māori, knowing the learner, respecting, and forming relationships that go beyond the school. These competencies are key indicators for teachers and school leaders to use as a set of expectations for teachers no matter what stage of their career they are at. These competencies align with both the Graduating Teachers Standards and the Practising Teacher Criteria. The New Zealand Early childhood guiding document (Te Wharaki, 2019) promote that every student is different, and that each child comes with their cultural blessings and with natural capabilities. Te Wharaki (2019) affirms that Māori are Tangata Whenua solidifying the value of oneself, community, and culture of every learner.
Impacts of Cultural Diversity on CRP
The meaning of culture in general terms is about the beliefs, customs, values, and the ways of interacting as an individual or group and their interactions and social daily behaviours. These are handed down through families and generations and can be tied to racial or ethnic groups but can also encompass broader groups of people. It is our way of being. Cultural diversity relates to the vast range of these cultures that we are now encountering in our communities and schools as more and more people relocate for lifestyle and work opportunities.
Sociologist Dr. Caleb Rosado (2010), a [SZ1] [TVZ2] [TVZ3] leading expert in multiculturalism, defines cultural diversity “as a system of beliefs and behaviours that recognizes and respects the presence of all diverse groups in an organization or society, acknowledges and values their socio-cultural differences, and encourages and enables their continued contribution within an inclusive cultural context which empowers all within the organization or society.”
Within education It [SZ4] has become increasingly important that within our classrooms, no matter where we are around the world, we need to follow some simple rules that align with CRP. Teachers need to recognise the diversity within the classroom and not only respect but also teach students to respect the differences while also acknowledging the contributions and expression each culture will bring to the learning table. Teachers need to also encourage students of diverse cultures to contribute and valuing what they bring and offer. Teachers and schools need to audit their own biases to strengthen and empower themselves and others to raise the expectations and potential. And finally, teachers and schools should celebrate the differences of each diverse culture and not focus on the differences between cultures.
We are noticing more and more in our classrooms the diversity due to international migration patterns, in our increasingly globalised landscapes we are becoming a cultural melting pot as countries all over the world integrate. In the United States Brown v’s Board of education only took place in 1954 and even then, it took a long time for schools and education systems to the culturally diverse instruction they are today, but the rate of diversity over the last decade has been consistently increasing. The national centre for education statistics reported that in 2010 52.4% of student in the US system were white fast forward to 2019 and that had decreased to 46.6% and children of colour had increased from 25.5% to 31.6%. Troyer, 2019).[SZ5] [TVZ6] The New Zealand statistics have mirrored this trend with nationally, the share of New Zealander European students in our schools has declined from 55.9% in 2009to 50.3 in 2017, while Māori and Asian students have increased their share of the school roll in 2017 Māori students made up 23.9% in 2017 compared with21.7 in 2009 and Asian students increased by one third between 2009 and 2017 from 9.1% to 11.8
Not only does cultural diversity promote peace, but it also makes our society a more interesting place to live (Singham, 2006). [SZ7] [TVZ8] Different cultures have their own beliefs and interests which they can share to offer alternative ways of doing things. People from different cultures can give us different insights into food, language, music, arts & literature, history, religion and more. All these things promote students and classrooms that are empathetic and more resilient. And in turn create a more rounded future adult.
Culturally Responsive Teaching in New Zealand
We have over the past 15 or so years made the commitment within the education sector to challenge the cultural deposition of our schools. This has been largely thanks to the work of people such as Russell Bishop and Mere Berryman who have put a spotlight of the cultural disparities within our education system. It seems that as we speak most school have or are going through professional learning development in culturally responsive pedagogies using the findings from Te Kotahitanga, the voices of students and whanau and what it is like to be a or Rangatahi in our educational setting.
The Treaty of Waitangi is the foundational principle of the New Zealand curriculum and provides a mandate to preserve the Māori language and the Māori culture and incorporate cultural teaching practices that allow Māori to reach their full potential and achieve educational success (Ministry of Education, 2007). Culturally responsive practices are seen as a possible way to understand how identity language and culture impact on Māori students learning and to develop relationships and work collaboratively with students, their family, and tribe to ensure the Treaty of Waitangi is enacted throughout the education system. The development of quality teaching and learning that reflects and values the identity, language and culture of diverse student populations has a significant focus in New Zealand. Despite the decades of reforms and development in New Zealand focused on Māori education, biculturalism and multi culturalism research over the last 40 years has shown that little has change to the educational disparities among different culture groups within New Zealand (Bishop et al.,2009; Ford, 2010; Santamaria & Santamaria, 2016).
Many New Zealand schools show awareness, motivation, and agency to bring around change to historical, social political and economic inequities as stated in their school charters however they need to develop critical consciousness and pedagogy among their school staff. School principals need to engage in critical conversations about culture and equity with their Boards and staff, use consensus in decision making and lead by example to meet the unresolved educational challenges. Principals need to be committed and have a proactive approach to addressing inequality's and ensure that teachers are included and given the responsibility for implementing changes within the school. Boards of Trustees need to continually review school documentation to ensure that the school demonstrates inclusiveness and school principals need to ensure that staff are fully involved in schoolwide changes and through the elimination of a top-down management approach. Principals need to develop caring relationships, engage in and support teachers to develop personal awareness and critical reflection and demonstrate the will and agency to bring around a change for students from diverse backgrounds.
Understanding of the nature and influences of culture within education is important because worldwide demographics are changing due to globalisation, movement of people, and the exchange of ideas and values, and this is resulting in communities of greater racial and ethnic, cultural, and linguistic diversity (Banks, 2010; Irving, 2010; Lumby & Morrison, 2010). The changes in demographics are being reflected in schools and schools are having to respond to different and greater challenges more than ever before in order to meet the needs of an ever-increasing diverse student population (Billot, 2008; Ministry of Education, 2008; Santamaria & Santamaria; Webber, & Pearson, 2014).
The fact that most Māori children attend mainstreams schools and are mostly taught by European teachers who mostly lack knowledge of the Māori culture and lack of the Māori language. According to the Ministry of Education, Education Counts states that of the 210,000 students that identify as Māori, 188,000 attend mainstream school. There is an unquestionable need that teachers need a clear understanding of culturally responsive pedagogy. Culturally responsive teaching enacts Te Tiriti o Waitangi within our school system and recognises that a student’s identity, language, and culture has an impact of Māori students’ achievement. Teachers need to also develop relationships with students and work collaboratively, including whanau (family), and iwi (tribes). (Bishop et al., 2010; Ford, 2010; Ministry of Education, 2013b; Santamaria & Santamaria, 2016).
Growing Trends within New Zealand
The changing demographics of Aotearoa New Zealand school population supports an increasing pattern of wider immigration globally. Society has changed over the last few years and this, in turn, means that our school communities are becoming more and more diverse. A diversity report published by the Education Review Office (ERO’s) (2018), found “Auckland is New Zealand's most culturally diverse city, with over 100 ethnicities and over 150 different languages spoken daily” (P 5). As our schools become more ethnically diverse school leaders need to think about how we embrace new cultures, but also how we can engage with our communities. Building effective partnerships between the school, parents, whanau and the community can lead to better outcomes for all of their students. The report identified five key indicators that demonstrated culturally responsive practices needed by schools:
acknowledged the learners’ home languages
developed relationships with learners, parents, and communities
celebrated cultural events
had some pedagogical knowledge about teaching English as a second language
observed learners to inform teacher judgements.
(ERO, 2018)
The report highlighted the need for school to acknowledge the students home language, develop strong relationships with their students, parents and the community, cultural events were celebrated by the school, that all teachers had some pedagogical knowledge of teaching ESOL and finally teachers used observations and student knowledge when making teacher judgements.
The UNICEF Innocenti Report Card (2020) acknowledges that children cannot control the home they are born into, their home language or the socio-economic status of their parents and these students enter the schooling system already at a disadvantage even is some of the world’s richest countries. If the education system does not recognise the need for change in policies and teacher practice these students will continue to further behind in their achievement in the schooling system.
Although there have been considerable improvements since the 2018 report card where New Zealand range 33 out of 38 countries in the OCED (Economic Co-operation and Development) to be now ranked 17th from the 39 countries listed in the 2020 Report card. Rashbrook (2013) identifies the children from higher income families will stereotypically go to better equipped schools than children from a lower income family and taking this even further children from higher income households are also have a greater opportunity to stay in school and progress onto tertiary or trade studies. New Zealand approves around on average 50,000 people per year for permanent residency, adding around 1% to NZ's total population each year. According to New Zealand Immigration statistic report a total of 2,065,472 work visas which were issued from July 2020 to June 2021 from applicants from 159 countries. The average weekly income for a male migrant is around $40,000 per year compared to the average wage for New Zealand born male of $48,000 per year. The Subnational Ethnic Population Report (2019) Projects that by the year 2038 “NZ's ethnic makeup will have significantly changed with 20% of the population identifying as Māori, Asian 21%, Pacific 11% and European or other is 66%”. The 2018 census identified that 16.5% of the population identified themselves as Māori, 15% as Asian, 8% as Pacific and 72% as European or other, meaning over the next 20 years we will see a shift in the ethnic population and more diverse classrooms within our New Zealand education system. This is going to mean the need to think differently, we’re going to need to be open to a more diverse classroom, with a wider make-up of ethnicities this in turn is, as proven overseas with classes made up of a much wider diversity than New Zealand to date, a greater learning opportunity, more empathetic students and in turn higher achievement results.
Quality teaching is one of the key factors in raising the outcomes for all learners within the changing landscape of New Zealand. Alton Lee (2003) identified that culturally responsive teaching will be paramount in this increasingly culturally diverse world.
What does it mean for school leaders?
School principals are central in shaping the learning experience for all students and their choices can influence student’s achievement and success. The Ministry of Education reports that nearly one in five Māori students will not have achieved the basic literacy and numeracy levels by the time they leave primary school, and more Māori students are likely to disengage from the education system at year 7 (MOE, 2013a). The ministry’s documents also show that school leaders greatly influence the effectiveness of schoolwide practices and strategies aimed at improving the educational outcomes for Māori students. In the Ministry of Education Statement of Intent 2014- 2018 (MOE, 2014a) it identifies its priority “is to raise teacher quality and leadership with the purpose of raising student achievement” (P. 14) it also goes on to identify that for this objective to be realized schools are required to support and incorporate Māori students’ needs, identity, language, and culture into their learning experience as this is critical in addressing disparity.
Tataiako (MOE, 2011 p. 4) challenges school principals to affirm a multi culture by leading and engaging teachers to improve their pedagogy and capacity to teach effectively. Within Tataiako it describes five competencies that are linked through values and meanings these five competencies are:
“Wananga: Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement”.
“Whanaungatanga: Actively engaging in respectful relationships with Māori learners, parents and whanau, hapu, iwi and the Māori community”.
“Manaakitanga: Demonstrating integrity, sincerity, and respect towards Māori beliefs, language and culture”.
“Tangata Whenuatanga: Explains affirming Māori learners as Māori. “Providing contexts for learning where the language, identity, and culture of Māori learners and their whanau is affirmed”.
“Ako: Taking responsibility for their own learning and that of Māori learners”.
These five competencies are accompanied by a set of indicators and outcomes that differentiate between a beginning teacher and a fully registered teacher and aligning up with the Graduating Teacher Standards and Registered Teacher Criteria (NZTC, 2010).
Brown and Trevino (2006) suggest that by using a culturally responsive approach schools could improve any existing disparities. Principals need to be culturally competent themselves and need to review and acknowledge Māori learners culture references to ensure that opportunities within Te Ao Māori exist and ensure that any barriers the impede or preserve inequality or removed (Bishop, 2010; Durie, 2006; Metge, 1995).
Challenges and Opportunities
As principles aim to improve achievement for Māori learners, they face the challenge of ensuring that they themselves have the knowledge and skills to lead culturally responsive practices within their own school. Leading change is complex but necessary for building a better learning environment. Macfarlane (1997) suggests expecting educators to achieve full bicultural competence is needed, however it is a difficult to achieve. Whereas a responsive approach is less problematic as it focuses on teacher’s pedagogy to improve their own teaching to attain higher student achievement.
Culturally responsive practice informs learning to better meet the needs of all learners. There is an opportunity for teachers to use real life examples and connect to the cultural interests of their students allowing students to feel connected and engaged at school. having real personal connections leads not only to better learning but can also be the key to reduce implicit biases and improve relationships with students and whanau.
Boards of Trustees in conjunction with the principle can incorporate culturally responsive practice by ensuring that the schools charter and strategic plan have clear expectations and celebrate school diversity. By having explicit charter aims teachers can implement these strategic aims into the classroom. This in turn allows learners, whanau and community to feel culturally safe within their schools (Bryd, 2016).
Conclusion
Culturally responsive teaching is important if we are going to meet the Government's Statement of Intent (2014- 2018) “to raise teacher quality and leadership with the purpose of rising student achievement” (p. 14). Teaching methods that connect with students’ real lives and interests and promotes the understanding of our culturally diverse student populations have shown to lead to better academic outcomes for all. School leaders, teachers and board of trustees may seem daunted by the complexity within current research, I liken culturally responsive teaching to classroom practices that skilled teacher have always done. Culturally responsive teaching has the features of social constructivists theory, student centred, and authentic teaching (Newman, Marks & Gamoran, 1996). It's important that school leaders and teachers recognize that a culturally competent school should not be seen as an achieving or an exceptional school but rather what should be seen as the norm in New Zealand schooling.
As a school leader my challenge is to be culturally competent, committed to Te Ao Māori, to lead and manage reform to not only see improved success for Māori but for all the diverse learners in Aotearoa New Zealand.
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