Week 31 - Activity 7 Indigenous knowledge and cultural responsiveness in my practice

Te noho haepapa a ahurea nei, te noho Māori nei i roto i aku mahi.

He aha?

He uaua te whakakupu i ōku whakaaro mō tēnei o ngā kaupapa.  Ko ahau tēnei e noho Māori nei i roto i tōku ahurea Māori ake nei.  

I tipu ake ahau i roto i taku ahurea Māori kua kaha kite au i ngā āhuatanga o te ako me te noho i roto i te ahurea Māori, kua kaha kite i roto i ngā tau maha ngā rerekētanga o ngā tūmahi wheako i waenganui i a mātou ko tōku whānau.  Ko mātou ko ōku tungane noaiho kua tipu i roto i te kura Māori, tae atu ki te wharekura.  Ahakoa ka kaha whai tōku whānau i ngā mahi kapa haka ka oti pea ngā āheinga ki reira.  Inā he take Māori, he hui rānei ka karangahia e au e tōku whānau. 

Nā reira?

He kaiako ahau ki roto i tētahi kura Māori, ko ngā tuāpapa o tā mātou kura ko ngā mātāpono nā o mātou whakaruruhau, iwi, hāpori i āta wānangahia i ēnei o ngā mātāpono.  He tiro hoki ki te whakatauki "He kura te tangata" he whakatauki nā Te Kiripuai.  Kei roto i ngā mahi o ia rā ka kite i ngā akoranga Te Reo Māori, Tikanga Māori me te Mātauranga Māori koia nei ngā āhuatanga o ia rā.  Ka kaha aro ki te arohaehae i ngā mahi o ia rā, ka whakamātauria ngā āheinga ngā rautaki, te whakatō, otirā te whai māramatanga puta noa i ngā mahi o ia rā.

Ko tētahi o ngā āheinga ka kaha akiaki e mātou ko te whai wāhitanga o ngā ākonga i roto i tō rātou ake ao.  He mōhio ko wai rātou, nō whea rātou, ā he aha hoki tōna hononga ki ngā whenua, whakapapa aua atu hoki.  Ka kaha akiaki ahau i tōku whānau ki a whai i ngā huarahi reo Māori, kia poipoi i ngā āheinga o ngāi Māori, otirā te ako me pēwhea te tū pākari i roto i ngā āhuatanga mohoa ake nei.  Koia rā hoki aku hiahia mō aku ākonga, kia tū pakari ahakoa te aha, ahakoa kei whea.

Nā wai rā?

Kei taku kura ka riro mā ia tangata e kawe mai i wā rātou mōhiotanga ki te tēpu mā tērā ka whāngaihia kia tupu matomato te ahurea Māori.  He kura Kapa Haka mātou, he kura Manu kōrero mātou, he kura pū kōrero hoki.  Ka whai wāhi mātou te whakatinana i ngā mātāpono o te kura.  Ka tū ngā hui whāinga ako ia wāhanga ki te whakawhiti kōrero ki ngā mātua, ka tū tētahi rā kaumatua, ka whakanui hoki ngā ākonga i runga i ngā mahi o te tau arā he rangi 'he kura te tangata' ka puta ki tētahi wāhi mīharo kia whai wāhi ngā ākonga te tākaro haere mai ngā pēpī o ngā kakano ki ngā taiohi o te wharekura. Ka noho tahi kia whakatinana i ngā mātāpono o te kura kia kite whānuitia ngā āhuatanga o ēnei mātāpono ki waho atu o te kura.  Ka noho tahi ka whaiwāhitanga ngā ākonga katoa, ka kite i te whānaungatanga i waenganui i ngā tuakana me ngā teina, ka rangatira ngā ākonga i taua rangi, heoi ka whakatinana i te kaitiakitanga i a rātou e mahi ngātahi ana.

                                Figure 1. Action continuum - eliminating white spaces (Milne 2017)

Reference 

Source: Cowie, B., Otrel-Cass, K., Glynn, T., & Kara, H., et al.(2011).Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki. Wellington: Teaching Learning Research Initiative. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/9268_cowie-summaryreport.pdf

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Milne, A.(2017).Coloring in the white spaces: reclaiming cultural identity in whitestream schools. New York: Peter Lang Publishing, Inc

Kōrero - History. (2018). Kura-porirua.school.nz. Retrieved 12 July 2018, from http://www.kura-porirua.school.nz/263/easy_pages/87-korero-history