Aotearoa New Zealand Today

Activities 4 : Indigenous knowledge and cultural responsiveness in my practice

After reading the Class Notes, create a blog post where you first share your own views on the indigenous knowledge and culturally responsive pedagogy.

Then critically reflect on how you or your school addresses cultural responsiveness in practice in two of the following areas (preferably you would evaluate one that is done well and another which needs improvement):

vision, mission, and core values

Te Aho Matua

Evidence of Te Aho Matua can be seen during waiata, mihimihi, whakataukī, oriori and how stimulated and focused tamariki are during kura. Learning outcomes linking Te Aho Matua to curriculum can be evidentual and interpreted in the appropriate form. TKKM o Te Atihau give back to the community by picking up rubbish every month around the papakāinga.

In Pa Wharariki we are Co-Teaching. Co-Teaching is a form where there are two teachers in the classroom collaborating on a teaching program. One teacher will either present the program where the other preps activity or we cater to the appropriate year levels and split the class accordingly. This teaching proves to be successfull when accommodating all learning styles and pushing them towards their goals.

planning and assessment,

 “Te Aho Matua is intended for inclusion in the charters of kura kaupapa māori as the means by which their special nature can be clearly identified from mainstream kura” (TAM doc) Te Aho Matua is the guiding document that sets out a schools objectives and goals. It models teaching programs and its associated activities. Within the document are roles and responsibilities for all stakeholders within the kura community and their associated goals and targets. All of these roles are based around the learning environment and the learning journey of the tamariki involved. Programs are encouraged and aligned to all the characteristics of the guiding principles to enhance kaupapa māori worldview. Te Aho Matua ensures that the practices of Kura reflect the cultural diversity and the unique position of the māori culture in Aotearoa.

Marsden, Maori (1988) The Natural World and Natural Resources: Maori Value Systems and Perspectives, in Resource Management Law Reform, Vol. 29A. Ministry for the Environment, Wellington Mead, H. (1998). The Development of Wananga: Politics and Vision., Sound Recording, the University of Auckland, Auckland Mead, H. (2003). Tikanga Maori: Living by Maori Values. Huia Publishers, Wellington Mikaere, Ani (1995) The Balance Destroyed: The Consequences for Maori Women of the Colonisation of Tikanga Maori, Unpublished Master of Jurisprudence thesis, University of Waikato, Hamilton