Identity Stick & Clubhouse

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Identity Stick & Clubhouse

  1. 1. Future Clubhouses Hui 29 October 2008 Ann Milne Te Whanau o Tupuranga & Clover Park Middle School
  2. 2. Dr Manulani Meyer (2001) Hawaiian epistemology ―…everything I have learned in school, everything I have read in books, every seating arrangement and response expectation – absolutely everything – has not been shaped by a Hawaiian mind‖. ―Dulled by the guessing game of another culture, still believing that literacy is the best indicator of intelligence‖ ―Always at the short end of a smaller and smaller identity stick‖
  3. 3. SCHOOL AFTER SCHOOL COMPUTER CLUBHOUSE OBLIGATION CHOICE STUDENT MEMBER TEACHER MENTOR RIGID OPEN-ENDED ISOLATION COLLABORATION ... So how do we fit ?
  4. 4.  Decile 1  Decile 1  Years 7 to 10  Years 7 to 13  Samoan, Tongan,  Designated Cook Islands Maori Character, Maori,  150 students Bilingual  Change of status  180 students 1995  New school 2006
  5. 5. Michael Apple (1999, p.18,19), urges us to … ―constantly hold dominant perspectives and practices — in curriculum, in teaching, in evaluation, in policy, …up to the spotlight of honest, intense, and searching social and cultural criticism.‖ He argues, however, that this spotlight has to be balanced with respect for, and insight into, the reality and daily lives of those under its beam.
  6. 6. Pacific Island lending at all time high Deadline looms for Maori claims Tinnie-house Gunfight Another shopkeeper stabbed
  7. 7. In 2007 Maori students were: • 2.6 times more likely than Pakeha to be stood down • 3.6 times more likely to be suspended • 4.5 times more likely to be frequent truants • 3.2 times more likely to be granted early leaving exemptions at age 15 • 2.8 times more likely to leave school with no qualifications • 2.4 times LESS likely to attain a university entrance qualification (18.3%) (Education Counts, MOE 2007)
  8. 8. 33 still in school 13 gained University Entrance 100 students born in 1990, living in Manukau in 2007 64 are still in school 51 gained University Entrance
  9. 9. If we all woke up tomorrow morning and suddenly those statistics had flipped … There would be OUTRAGE and marching to parliament! There would be DEMAND that this changed NOW!
  10. 10. We have to challenge, question and resist the whole concept of going forward into the 21st Century, trying to cling to concepts and learning that came from the past.  So what's the problem and what should be done about it? I think it's to do with the whole idea of academic ability – particular, limited, types of verbal and mathematical reasoning (Sir Ken Robinson, 1999, 2007.
  11. 11.  Am I suggesting that academic success is not an important goal? Of course not! Am I suggesting Maori and Pasifika learners should have some alternative, perhaps less rigorous goals? Never!  I am however, suggesting that western academic goals, and academic achievement, without cultural competence and skills fall way short of excellence.
  12. 12.  Constructionism and the Clubhouse  Constructionism is a learning theory based on Papert's belief that quot;better learning will not come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to constructquot;
  13. 13. ConstructioNism Individual and community development are reciprocally enhanced by independent and Social Cultural shared constructive activity that is resonant with both the social setting that encompasses a community of learners, as well as the cultural identity of the learners themselves (Pinkett, Sociocultural 2000,2002). Constructionism … an asset-based approach to community technology that sees community members as the active producers of community content, rather than passive consumers or recipients
  14. 14. Constructionism Pedagogy Social Cultural • Critical • Social Justice • Culturally located Sociocultural • Bilingual Constructionism • Integrated • Whanau – connected - relationships
  15. 15.  Embedded in all school policy and practice  Whanau as the underpinning organisation  Students and teachers stay together  Staff reflect students’ ethnicities  Ethnic groups work together  Older/younger students work together throughout the day  Intensive blocks of time  Cultural norms, competencies and skills  Our kids, not “other people’s children” (Delpit 1999)
  16. 16. Our two schools believe six relationships are crucial to students’ holistic achievement and engagement in learning (Otero 2002). These are the student’s relationship to: 1. self (cultural identity, who am I, where do I ‘fit’) 2. their learning (relevance to students’ backgrounds) 3. the teacher (mutual respect, trust, high expectations, support - whanau) 4. other students (positive peer influence & support - whanau) 5. the wider world (critical, emancipatory, anti-racist, tolerant, against prejudice) 6. and a reciprocal relationship between home and school (mutually beneficial, authentic partnership - whanau)
  17. 17. Unlimited Potential Special Abilities Gifted/Talented Global Learning •Cultural knowledge, understanding & competency • Cutlural norms – living ‘as Maori,’ CRITICAL PEDAGOGY as Tongan etc SOCIAL JUSTICE • Home, heritage RELATIONSHIPS languages Self Learning • Identity Self School Learning • Self efficacy / potential Learning Special Needs • Whanau support Teacher • Values / Beliefs At Risk Peers • Hauora / Wellbeing ESOL Wider world • Wairua / Spirituality Home/School Unrealised Potential
  18. 18. Learning is:  integrated – across subject areas and with students’ lives, cultures and realities (Beane, 2005)  negotiated – by students, with teachers  inquiry-based and student-driven – originating in issues of social concern that affect our youth and our communities and ending with the performance of this knowledge to a wide range of audiences
  19. 19.  critical – it provides young people with the power and the tools to understand and challenge inequity and injustice and to make change in their lives  whanau-based – it is collective, cooperative, collaborative and reciprocal i.e. learning is shared – you receive it, you share it, you give back to other learners  based in strong relationships – with self, with each other, with teachers, with the learning itself and its relevance, with the world beyond school and between home and school.  culturally located and allows you to live your cultural norms throughout the school day
  20. 20.  Developing a strong cultural identity however does not ignore the complex, multiple, shared, and fluid identities our young people navigate both in and beyond school – and that’s the purpose of our green, or global lens.  In order to effectively integrate all these other identities you first have to have a strong sense of self and we see cultural identity as the thread that weaves through, and acts as their compass, in all of the other pathways our young people walk.
  21. 21. Global Learning Self Learning School Learning
  22. 22. Computers and cables do not make effective networks
  23. 23. People do
  24. 24.  Connections = Relationships of Trust  Families to Clubhouse and schools & vice versa  Families to history – family digital stories  Young people to culture and elders – KaumatuaNet, young people as mentors for elders, elders as a rich repository of cultural knowledge and languages for youth  Families to resources using advanced technology – economic, health, education  Young people and families to learning  Families to their own networks – iwi, home marae, in the Pacific  WHANAU - Connecting to Social and Cultural Capital
  25. 25.  sociocultural constructionism (Pinkett 2000, 2002) – you can’t separate the learner from their context or their cultural identity – so use the assets of the community to actively design and produce content for learning.
  26. 26. Education should be learner- centred, empowering, liberating and grounded in praxis (reflection and action upon the world in order to transform it) (Freire, 1970)
  27. 27. Join the Kapa Haka group and learn some Cultural/Social activity items Compose items and design complex Constructionism - cultural choreography – elders as mentors Design & make costumes, dying, weaving flax Constructionism – cultural, using traditional knowledge technological, social - identity Live-in at the school marae 2 or 3 nights a Cultural/Social - Identity week to practise Make a short film about the group’s journey to Constructionism – the competition (Clubhouse) technological Gain NCEA credits for your performance & your Academic learning documentary Use the stage and your performance and understanding of this knowledge as a platform Praxis - for protest about social justice issues transformation
  28. 28.  Our definition of success and achievement is developing young people who will change the world and the key to that success is giving them all the tools they need to act as agents of that change.  That means we have to think very differently about the way we deliver learning in our classrooms and about the messages we give our youth about who they are.  The Clubhouse is crucial to that journey.

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