Culture is learned from the people we are raised by and interact with. When considering our cultural responsiveness we must act upon our own cultural views of the world. In order to truly respond to our learners in a culturally conscious way we must first look at ourselves to see whether or not we understand our own culture. We all view the world differently through our own eyes. However, our views of cultures within the world tend to change as we learn, and acquire knowledge throughout our lives. We all come across barriers pertaining to culture but we must acknowledge these and work together to break down the barriers so that they do not become part of the norm.
Cultural responsiveness is the ability to learn from and relate respectfully with people of your own culture as well as those from other cultures (Culturally Responsive Pedagogy and Practice, 2018).
Cultural responsiveness begins with relationships. The relationships we develop with our students and their families is crucial in beginning to understand one’s culture.
Culture not only refers to race or ethnicity but also includes the unique features of communities. It includes demographic makeup (in locations worldwide), a person’s gender, age, the language spoken, and local history. Understanding the specific cultural characteristics of a community is important in order to achieve intended outcomes.
I view culture as including the values and beliefs of a group of people. It is about adopting a code of ethics as we know it from the educational council and applying it to all cultures. Culture is important, it is a way of forming relationships to shape our understanding and behaviour of one’s culture.
How does culture apply to my class environment?
A lot of research points towards creating culturally inviting spaces for your children in the classroom. This is great but I tend to value the relationships more. If relationships aren’t formed between yourself and the students, or the student and their peers then how are they going to share this culturally inviting space you have provided them with. Furthermore, relationships formed with parents further enhance cultural understanding. We learn from each other and grow together to the benefit of the students.
What now?
My advice to offer would be to reflect on what you have learned about your students. For example, their cultures, background and home life, their skills, experiences, and interests. What are their strengths? How can you build on these and use them to guide you in integrating your students’ culture, using the New Zealand curriculum?
Professional Learning
I did my teaching diploma at Waikato University. Whilst on practicum in a city school during my studies I observed the range of children from different ethnic backgrounds. My associate teacher informed me about the range of cultural backgrounds and their beliefs they lived by. It was important to learn about all the students’ culture. There were different things you had to consider. In some cultures it was a sign of disrespect if you touched their heads, some cultures only ate certain food groups too, therefore, I had to ensure I was applying the code of ethics in my own practice. It definitely goes to show that relationships do need to be formed between people of different cultures so that there is an understanding about the two, and we are all seen as equal no matter our beliefs and values.
We all determine how culture is viewed. Nevertheless, we need to remember to not only share our views of culture but to understand others culture too. All learners should be treated as equal as should their cultures.
Are we being culturally responsive and culturally responsible?
REFERENCES
Culturally Responsive Pedagogy and Practice. (2018) (p. 12). Retrieved from http://www.niusileadscape.org/docs/pl/culturally_responsive_pedagogy_and_practice/activity2/Culturally%20Responsive%20Pedagogy%20and%20Practice%20Module%20academy%202%20%20Slides%20Ver%201.0%20FINAL%20kak.pdf
Little, W., & McGivern, R. (n.d.). Chapter 11. Race and Ethnicity – Introduction to Sociology – 1st Canadian Edition. (2018). Opentextbc.ca. Retrieved 23 March 2018, from https://opentextbc.ca/introductiontosociology/chapter/chapter11-race-and-ethnicity/
Like you Tatiana.....culture for me is making those connections with the tamariki regardless of their cultural background and valuing who they are and what knowledge they have then nurturing and caring for them whilst they are in your learning environment.Of course it is a two way partnership so what you share of your cultural responsiveness helps them appreciate who you are.I'm sure the partnership and relations you have and developing further with your class is presenting you with lots of rewarding and challenging experiences. I like how you mention equality for all students and their cultures. That has a huge impact on students well-being and relationships. All the best for the remainder of your Mindlab Journey.
ReplyDeleteThank you Mere. I was going to mention in my blog the observations I noticed between city/town schools I have worked in compared to our rural school I am teaching at now. The cultures varied hugely when I was on practicum many moons ago in Hamilton. I had to quickly learn about the different cultures in the classroom I was in as some children were not allowed to eat certain types of food due to their religion, touching heads was a no no for some too as it was a sign of disrespect. I learned that I didn't know everything about one's culture but I soon discovered that I was being culturally responsive and sensitive to other's cultures as that is part of them and we all value culture in whatever shape or form it comes in. Definitely a learning curb for me but and enriching and rewarding one.
DeleteKia ora koe Tatiana
ReplyDeleteI enjoyed reading this. It brought back memories teaching in Porirua East. You touched on the subject of being aware of all diverse groups in ones class. I totally agree with this. Being Maori one aligns other experiences of ethnicities with ones own and I did that to a certain point in Porirua East. I presumed that when we use Pepeha in our Pepeha unit that Samoan would be similar in how they introduce themselves. Big learning curve for me - I wondered why I got blank looks or uncomfortable shuffles from my Samoan students who were 85% of the class. It wasn't until I spoke with one of the Samoan staff members that I discovered that he very rarely speaks about himself in that way, regardless of the acknowledgement of our tipuna leading to ourselves. He said they act with humility. This triggered an insight into cultural perspective and expectations. I was grateful for this learning curve and was mindful in any other contexts of study we planned and implemented in that school. Another area that was of concern was the church's perceptiveness of diversity. The mamas of that school had the notion that we are 'all one' in God's eyes and thus should think and act along those lines. Yes you got it - the school was a church school and predominantly Pasifika - mostly Samoan. Major conflict evolved from that belief and our Maori and Burmese and Spanish students were made to wear Samoan style head garment to celebrate their end of year at our school with the Senior Presentations. The teacher of the Maori and Burmese students was not very happy with the arrangement but in their forceable way made the mamas sew suitable cultural attire for those 'diverse students' in the student leaving group. That created quite a stir and a lot of negativeness. I had an opportunity to tackle it 'head on' in a public forum. So it happened, with the whole community, in the church looking at me, who had just for the whole half hour before my korero celebrated 'diversity'. So I stood in front of them, delivered my Pepeha and proceeded to talk about diversity. Then I got all the mama's who made the 'graduation garments' to stand up. It took awhile but they eventually stood up and with the most sincerest voice thanked them for acknowledging the diversity of our students by making each cultural group their cultural symbol of who they were. I told them just that beautiful act acknowledges the pepeha I stood up to speak and acknowledge the ancestors, the families and the students that don't 'fit into Samoan or Church culture'.
End of story. Lesson learnt by all. Funny - I just had to share that (I had forgotten about it until reading your blog)
Blessings
Kia ora Tatiana
ReplyDeleteI think of the wharaki that is inter-woven with harakeke - so it is with us - together with our different cultures unitedly we can make a beautiful strong friendships with our children and their whanau and our community - with all our different cultures - if we value one another with all our differences together we can make a 'beautiful' whariki - usually the whariki is used for a covering over the papa - the foundation - the base - if we could base our 'reationships' like the whariki and accept each other as we are - we have a solid base for stronger friendships respecting all 'iwi' and their cultures - how much richer our classrooms will be
Tena koe Michelle
DeleteThe reference to the 'Whariki' is a beautiful one. I like your notion about cultures being inter-woven as at some stage every single person on this earth will come across another culture, and learn from it. I feel it is important that all cultures are acknowledged.
Michelle, I love your analogy of the Wharaki. It does sum up how our cultures unite us by way of friendships, whanau and community for our children, especially at our school. I think you will write an awesome blog about cultural responsiveness around your ideas above. Kia kaha.
DeleteKia korua, I believe the class participation will improve when diversity is valued and respected. They will have a sense of belonging and feel a connection to their classroom. Believe it or not I was teaching at a school in Hamilton and the principal asked the teachers to 'put something Maori on their walls'.
DeleteMichelle, I enjoy your simile of harakeke comparison to cultural inter-woven within community.
ReplyDeleteIt creates a visual image of interaction and understanding with stronger strands that are supported by those around it.
This is how I see our school staff when I have questions around culture and diversity and the time people give me to improve my understanding.