The culture of education

/pdf/toward-an-australian-culturally-responsive-pedagogy-a-3or5djwqlt.pdf

Toward an Australian culturally responsive pedagogy: a narrative review of the literature

https://ece.manukau.ac.nz/__data/assets/pdf_file/0008/85841/956_ECELitReview.pdf

Literature review: Transition from early childhood education to school

If we look at a child’s colouring book before it has any colour added to it, we think of the page as blank. It’s actually not blank, it’s white. That white background is just ‘there’ and we don’t think much about it. Not only is the background uniformly white, the lines are already in place and they dictate where the colour is allowed to go. When children are young, they don’t care where they put the colours, but as they get older they colour in more and more cautiously. They learn about the place of colour and the importance of staying within the pre-determined boundaries and expectations. This thesis argues that this is the setting for our mainstream, or what I have called whitestream, New Zealand schools—that white background is the norm. When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from that white norm and how they don’t fit perfectly inside our lines. If the colour of the space doesn’t change schools are still in the business of assimilation, relegating non-white children to the margins, no matter how many school reform initiatives, new curricula, strategic plans or mandated standards we implement. What the schools in this study have tried to do is change the colour of the space—so that the space fits the children and they don’t have to constantly adjust to fit in. New Zealand’s education system has been largely silent on the topic of whiteness and the Eurocentric nature of our schooling policy and practice. However, when I talk to senior M a ori and Pasifika ‘warrior-scholars’ in Te Wh a nau o Tupuranga and Clover Park Middle School about “white spaces” they have encountered in their schooling experience they can identify them all too easily. ‘White spaces,’ they explain, are anything you accept as ‘normal’ for M a ori when it’s really not; any situation that prevents, or works against you ‘being M a ori’ or who you are and that requires you to ‘be’ someone else and leave your beliefs behind. White spaces are spaces that allow you to require less of yourself and that reinforce stereotypes and negative ideas about M a ori. Most telling of all was the comment from a M a ori student that goes straight to the root of the problem: “White spaces are everywhere,” she said, “even in your head.” This thesis describes the 25-year journey of two schools and their community’s determination to resist and reject alienating school environments in favour of a relevant  culturally located, bilingual learning model based in a secure cultural identity, stable positive relationships, and aroha (authentic caring and love). While the research design is a case study, in terms of western, ‘white space’ academic tradition, it is also a story in terms of kaupapa Maori and critical race methodology. More importantly, it is a counter-story that chronicles the efforts of these two schools to step outside education’s ‘white spaces’ to create new space. This counter-story is juxtaposed against pervasive, deficit-driven whitestream explanations of ‘achievement gaps’ and the ‘long tail’ of Maori and Pasifika ‘underachievement’ in New Zealand schools. In the process of this research the focus shifted from how could Maori and Pasifika learners develop secure cultural identities in mainstream schools, to examining what barriers exist in schools that prevent this from happening already? As these issues became clear the language of the thesis shifted accordingly; ‘developing’ a cultural identity was reframed as a reclamation of educational sovereignty—the absolute right to ‘be Maori’ or ‘be Pasifika’ in school—and ‘mainstream’ schooling became better understood as the ‘whitestream’. The study hopes to contribute to the journey other schools might take to identify and name their own white spaces, and to make learning equitable for indigenous and minoritised learners.

/pdf/colouring-in-the-white-spaces-reclaiming-cultural-identity-1r4vbvbbmj.pdf

Colouring in the white spaces: Reclaiming cultural identity in whitestream schools

This is the second compendium of papers concerning research into various aspects of the New Zealand Numeracy Development Projects (NDP). The work has been undertaken by researchers who are all involved in some way or other in the local mathematics education scene. They are all either university academics or educational consultants. The 12 papers in this compendium span the areas of student achievement, professional practice, and sustainability as they relate to the NDP.

/pdf/findings-from-the-new-zealand-numeracy-development-projects-4rmng48h20.pdf

Findings from the New Zealand Numeracy Development Projects 2005

In order to better understand the present trends in New Zealand's schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Maori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Maori students, and discusses the importance of creating culturally-safe schools - places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Maori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Maori students.

/pdf/creating-culturally-safe-schools-for-maori-students-2frnnmdhof.pdf

Creating Culturally-safe Schools for Maori Students

In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separa...

Indigenous epistemology in a national curriculum framework

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Creating Culturally-safe Schools for Maori Students

Indigenous epistemology in a national curriculum framework