Activity 10: My Learning Journey

It is hard to believe that this is the final task of this 32 week journey. While the Mindlab postgraduate programme may be coming to its conclusion, I know that I will be engaging with its many lessons and experiences in years to come. The postgraduate certificate has provided me with the theoretical underpinnings for all of the 21st century teaching and learning that I have been experimenting with over the last few years. It has also presented me with many new ideas and strategies.

Here is my reflection of the last 32 weeks in the form of a Prezi with regard to the main areas of my learning, linked to the 12 Practising Teaching Criteria (PTC) in e-learning. 

Activity 9: Evaluation of cultural responsiveness

Article 3 of the Treaty of Waitangi guaranteed Maori the opportunity to benefit from being members of the new society and clearly Maori have not been able to do so (Russel Bishop). The Ministry of Education states that all schools need to ensure that all students understand the place of the Treaty of Waitangi in history and the special place of Maori culture within New Zealand. Furthermore it describes New Zealand as " a multicultural society underpinned by bi-cultural foundations. " Therefore as a NZ educator, it is essential to be aware of the indigenous culture of Aotearoa.

My indigenous culture 

Before settling in Auckland, I spent my primary school years all the way up to Year 7 in Christchurch where I attended Richmond Primary School. As one of the few students of Samoan descent, I found myself joining the school's Kapa haka group and opting to take part in Te Reo lessons with the other Polynesian and immigrant students.

My parents were both actively involved in protests around Maori rights like the occupation of Bastion Point in the 70s. The unfair treatment of immigrants (including my family) during the dawn raids during the 70s was something my father spoke about as I was growing up. It is from these experiences that I believe lay the foundation of my indigenous knowledge and respect of Maori as Tangata whenua of this country. This is what Tataiako refers to as Tangata Whenuatanga.

Culturally responsive pedagogy

Relationships 
Russell Bishop talks about successful education for Maori learning being relationship centered. This is also referred to as Whanaungatanga (Tataiako). I believe relationships are the pillars that hold every learning community together. Here are ways that I foster learning relationships:

• Sharing information about myself with my learners. Whether it be my pepeha, little anecdotes about my weekend or when I was growing up, I find that learners always respond to this by sharing their own experiences more freely. 
• Choosing learning contexts that enable Maori learners and their whanau to bring their funds of knowledge to the experience. For example, Pacific navigation and exploration and universal science topics such as 'yeast in bread' that all learners will be able to contribute to.
• Attending community events like Matariki festivals, markets and car boot sales is very important. Engaging with the learning community in contexts outside of school provides insights into the knowledge and experiences that learners bring to the classroom. It also provides opportunities to meet with whanau. According to Cowie, Otrel-Cass, Glynn & Kara, a teacher visible in the community is more likely to be perceived as having investment in the community. 

Culturally responsive school

Papatoetoe North School (PNS) is very diverse with 68% of its learners of Maori of Pasifika descent. As a result, it is a place where culturally responsive practice is evident in every area of school life.

Planning and Assessment:

• At PNS there is a, Knowing the learner team. This team meets regularly to discuss ways in which the curriculum is meeting the cultural needs of the learning community. At the end of each term, the team presents the topic for the following term by sharing ideas from an Indian, Maori and Pasifika perspective and provides learning experiences for each. At the beginning of each term, the team send out Maori resources related to the topic of study.
• During the last week of each term, the school holds home-partnership evenings where they are able to come into their child's classroom and meet with the teacher in order to find out about the topic of study for the following term. A pack is sent home with each child to be completed over the holidays. Ka Hikitia stresses that evidence shows that the outcomes of learning are strengthened when parental involvement is sustained and focused on learning activities.

School-wide Activities

• PNS hosts the Papatoetoe Kapa haka Festival. This involves each group being welcomed onto the school through a formal powhiri.
• The school holds an annual Cultural Festival to showcase its Maori, Samoan, Tongan, Niuean, Cook Island, Chinese and Indian groups. The community plays a huge role in making this happen.