Indigenous knowledge and cultural responsiveness in my practice

From the readings, I understand indigenous knowledge and being culturally responsive in my practice to be where I accept and acknowledge the value of what my learners bring to the learning environment. This would include their existing knowledge, experiences, relationships and cultural identities. My practice would reflect my cultural responsiveness if I used these aspects as the foundations to build their learning upon and placed emphasis on their preferred learning styles.

Savage,C, Hindleb, R., Meyerc,L., Hyndsa,A., Penetitob, W. & Sleeterd, C.(2011) discusses how recognising students as culturally located individuals in a positive student-teacher relationship benefits all students, not just those of Maori, Pasifika or Asian decent. The article also defines two types of caring, aesthetic and authentic. For my practice to include culturally responsive pedagogy, I should practice authentic caring where, I take responsibility for providing an educational environment where my student thrive. For me to show authentic caring, I need to get to know my students, collect feedback regarding teaching and learning, respecting my students's intellectual abilities and valuing the cultural identities they bring from home.

Does my school's policies show evidence of being informed by indigenous knowledge and culturally responsive pedagogy? Yes I would say there is evidence. Last year a new role of Director of International Students was created to cater to the gradually growing international student population in the school. We also have a Dean who oversees all international students. Our student leadership team includes a Community Prefect whose duties include encouraging all students engagement with our international students and celebrating the wonderful aspects of all cultures our students belong to. On a parallel to school policy, we also have annual events that give recognition to Maori culture such as the Powhiri and Hui at the start of the year. Comparing these aspects to the Mauri Model, I would say we as a school are at the stage of State of Being of Mauri Oho where out actions and expressions are proactive. There is more to be done in this area so that we exist in the Mauri Ora state.

Are my own teaching/learning activities informed by indigenous knowledge and culturally responsive pedagogy? I would say yes and no. Yes I am explicit in building strong relationships with my students. I spend considerable time at the beginning of the year to have conversations with each student so that I am aware of "their story" and through it I am able to build a picture of each of them as a unique individual/learner. Some of those interactions will be intentionally done with the rest of the class so they too gain insight into their peers. But my teaching and learning strategies do not allow for much customisation to fit with the students' cultural framework. This is an area I have identified as needing improvement. I would say in this area I am at Level 2 in the Mauri Model where my actions and expressions show proactive potential.