Indigenous Knowledge and Cultural Responsiveness
Indigenous Knowledge
As an Australian, I would like to think I know lots about Indigenous Knowledge with a grounding in learning about our Aboriginal origins from childhood lessons. However, after living in another country for a long period of time, the word indigenous in relation to my home in Australia is just another word.
According to UNESCO (n.d), Indigenous knowledge goes beyond knowing about and extends into “long histories of interaction with their natural surroundings.” To truly understand indigenous we need to explore language, practices, social and spiritual aspects of our indigenous people.
For many people, this can be a ‘dig deep’ moment or it might have been impacted by a previous experience. We bring many beliefs and values to the thought process of Indigenous Knowledge.
When I look at my own understanding of indigenous New Zealand after living and teaching in Aotearoa for over 25 years, I am still in a place of Mauri moe, “a ‘safe’ space” (Whakaatere et al, 2011, page 5). For me, there is a knowledge albeit basic of my new home country with some experimentation of the use of language and understanding of the true culture and beliefs. Some may think I am being harsh on my judgement, however, as an educator and leader, I need to extend myself. Being in the state of Mauri moe…” indicates that change and challenges have yet to begin and be faced” (Whakaatere et al, 2011, page 5) and I would totally agree. I would say I am very much kai te pihi - showing shyness.
Without sounding a preacher at the pulpit, there is a need to “develop ways of integrating” into my practice and to find ways that this would continue and be embedded. A colleague always tells me to just use the words. Speak in English, however, insert words to give confidence and support the students learning of the language.
Maui oho, the next stage is to “manage the fear...locate the inner strength and understand more about…[my] potential to advance” my practice (Whakaatere et al, 2011, page 6). Now I need to kai te kakama – show my eagerness to learn and be taught.
Cultural Responsiveness
Firstly, what is culturally responsive teaching. According to The Education Hub (n.d), it “is about making school learning relevant and effective for learners by drawing on students’ cultural knowledge, life experiences, frames of reference, language, and performance and communication style” (page 5). There is a term bandied around called ‘know your learner’. As educators we are constantly being told - know the learner, their culture, language and prior knowledge. What do our learners bring to the table?
As a leader, have I truly grasped this concept and truly embedded this into my practice. Berryman et al (2018, page 4) refer to the term mauri orite which is “a metaphor for interdependent relationships...to maintain the mana”. There are lots to truly learn if I am to ensure cultural relationships “have an essential part to play in understanding...the concept of partnership” (Berryman et al, 2018, page 4).
Agile Thinking: linking Indigenous Knowledge and Cultural Responsiveness
I suppose this starts with my assumptions and beliefs about the learners involved in my research. To unpack what biases and knowledge about diverse learners within my context. The Education Hub (n.d) provides some key questions to reflect upon: what is the basis of the assumptions, how do my practices differ for each learner, what are the expectations of each learner, include student's voice.
Are the techniques being explored in Agile thinking going to meet the needs of the diverse learners? One thought that comes to the front of my thoughts is the time that will need to be spent to teach the techniques, ask students how they respond and felt about the application and bringing an open mindset that if one technique does not work, then maybe another is more suitable to the task and learning.
As a researcher in the process and in applying agile techniques to my learning, I can use “learner stories” (Parsons and MacCallum, 2019, page 19) to capture “the ‘what’ ...and also the ‘who’ and the ‘why” of the research. Unpacking cultural responsiveness through student voice!
References
Parsons D, MacCallum K. (2019) Agile Education, Lean Learning. In: Parsons D., MacCallum K. (eds) Agile and Lean Concepts for Teaching and Learning. Springer, Singapore
The Education Hub. (n.d). What is Culturally responsive teaching? (https://theeducationhub.org.nz/wp-content/uploads/2019/08/What-is-culturally-responsive-teaching.pdf) Retrieved https://theeducationhub.org.nz/what-is-culturally-responsive-teaching/
UNESCO (n.d). Local and Indigenous Knowledge Systems - What is Local and Indigenous Knowledge? Retrieved from http://www.unesco.org/new/en/natural-sciences/priority-areas/links/related-information/what-is-local-and-indigenous-knowledge
Whakaatere, T., Pohatu, H. R., Waitara, T., & Tīmata, H. (2011). Mauri-Rethinking human well-being. MAI Review, 3, 1-12.
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