Week 28: Indigenous Knowledge and Cultural Perspective: Teaching in New Zealand

To be noticed, to be acknowledged, to be remarkable enough  

Susan Nelson 2014

I was recently at a conference in Portland, Maine, USA.  I was the lowly Canadian/Kiwi in a room full of American teachers.  The day was infused with references to, as you might expect, all things American...presidents, types of food, tv references, landmarks and of course election anecdotes.  I remember little of that now.  But what I do recall was the mention of the War of 1812... Now whether Canadians did burn down the White House isn’t important-because that tidbit was for me - the presenter did read my registration card!  (Fun fact: Americans don’t remember anything about that particular military encounter.)  

Later, Richard (I feel like I know him now) did a “bit” about the pronunciation of the letter ‘Z’, which this time did get a few polite chuckles from the room.  That small acknowledgement connected me to this group of strangers.  Furthermore, I am not the only person who feels this way.  Did you know there are lists and lists of webpages devoted to examples of Nova Scotia (that’s where I come from) being mentioned in pop culture? My two personal favourites are Carly Simon’s song, “ You’re so Vain” and when Brad Pitt ends up in Nova Scotia in the movie “World War Z”...the only place on the planet safe from zombies.  Perhaps it's not a resounding endorsement for tourism Nova Scotia...but it is noteworthy that when people feel connected, they remember.  

Imagine if kids were the same.  What if they, every time a teacher made a reference to something important to their personal life, felt like that?  What if making that simple change to the way we taught made them feel included, like someone cared...and that what they bring to the table is worth knowing about?

The 2013 Census (Statistics NZ, 2013)  found that New Zealand has become home to 213 different ethnicities. This vast diversity is reflected in the students in our classrooms and requires teachers to establish an inclusive learning environment for all.  My class alone boasts a total of 14 distinct cultures.  

We all learn differently, and as teachers we strive to teach each student based on their strengths, their interests and their next steps in learning.  But there is inequality within the New Zealand education system in which some groups perform poorly compared to other others.  ERO (2012) reports that our priority learners, including many Māori and Pasifika students, have been underachieving compared to other ethnic groups in NZ.  

Bishop, Berryman, Tiakiwai, & Richardson (2003) found that many teachers believed that the main reasons attributing to the achievement gap was the students, their families and their community.  This deficit attitude that teachers held about Maori students, suggests Macfarlane (2007), means that teachers then don’t reflect on and change the ways their own teaching practice may be perpetuating this under-achievement.

Mary Room 2 2015

Te reo Māori and tikanga Māori are

valued and promoted in teaching and learning in our school

Our Year 6’s hold 65 leadership positions where they mentor and guide the younger students.   They are Playground Angels who introduce games and activities during playtime. They are Young Vinnies who organise fundraisers for less fortunate students in all over the world.  They are Environmental Rangers who grow vegetables for our whānau.  And they are First Aiders who look after the well-being of all our students in the playground. Our students gain confidence, take responsibility and have an important part to play in the running of our school.  

Our kapa haka group is an integral part of our community.  Our students perform at all of our school events such as Gala Day, Grandparent’s Day and beginning of year and end of year Mass. Most recently they performed the haka for Kane Radford, a former student,  when he came to visit our school after participating in the Rio Olympics.  Our students are always proud to represent their school.  

We have an amazing Whānau Roopu.  Our parents have helped teachers and staff implement many initiatives which we would not have had the confidence to do on our own.  The activities organised during Te Wiki o te Reo Māori involved all children and and provided some fun things for their families and whānau as well.  They support teacher and staff professional development including marae visits to share local knowledge and expertise of cultural significance in our city. Our kaumatua and the leader of our kapa haka invest a great deal in our community and our children value and respect their dedication and commitment.

I know that there are many elements of my practice and within the school where we can and should improve.  Te Reo Māori within the class comes quickly to mind.  It is often said that our students are our most valuable resource and we need to utilise their expertise .  As teachers and a school we need to nurture their confidence in their own abilities to take the lead and be the teacher.  

Māori language and knowledge is found nowhere else in the world except New Zealand.  Let’s just make a big deal about what makes people unique in our classes everyday.  

Imagine if your students remembered everything you said that made them feel like you genuinely cared about who they are?

Kayla Room 2 2015

References:

Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: The experiences of Year 9 and 10 Maori students in mainstream classrooms. Report to the Ministry of Education. Wellington, N.Z.: Ministry of Education.

Education Review Office. (2012). Retrieved from: http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N

Macfarlane, A., Cavanagh, T., Glynn, T. & Bateman, S. (2007) Creating culturally safe schools for Maori students. The Australian Journal of Indigenous Education 36: 65-76. Retrieved from: http://www.educationalleaders.govt.nz/Leading-change/Manaakitanga-Leading-with-moral-purpose/Creating-culturally-safe-schools-for-Maori-students