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Future Clubhouses Hui
     29 October 2008


          Ann Milne
     Te Whanau o Tupuranga
    & Clover Park Middle School
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‖
SCHOOL     AFTER SCHOOL
               COMPUTER CLUBHOUSE

  OBLIGATION       CHOICE
   STUDENT        MEMBER
   TEACHER        MENTOR
    RIGID       OPEN-ENDED
  ISOLATION    COLLABORATION

... So how do we fit ?
 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
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.
Pacific Island lending at all time high


Deadline looms for Maori claims




                          Tinnie-house Gunfight




                                  Another shopkeeper stabbed
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)
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
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!
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.
   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.
 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;
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
Constructionism


                      Pedagogy
Social     Cultural
                      • Critical
                      • Social Justice
                      • Culturally located
  Sociocultural       • Bilingual
 Constructionism      • Integrated
                      • Whanau – connected
                       - relationships
   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)
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)
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
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
   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
   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.
Global Learning




Self Learning                     School Learning
Computers
and cables
do not make
effective
networks
People do
   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
 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.
Education should be learner-
centred, empowering, liberating
and grounded in praxis
(reflection and action upon the
world in order to transform it) (Freire,
1970)
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
   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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Identity Stick & Clubhouse

  • 1. Future Clubhouses Hui 29 October 2008 Ann Milne Te Whanau o Tupuranga & Clover Park Middle School
  • 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. SCHOOL AFTER SCHOOL COMPUTER CLUBHOUSE OBLIGATION CHOICE STUDENT MEMBER TEACHER MENTOR RIGID OPEN-ENDED ISOLATION COLLABORATION ... So how do we fit ?
  • 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. 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. Pacific Island lending at all time high Deadline looms for Maori claims Tinnie-house Gunfight Another shopkeeper stabbed
  • 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. 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. 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. 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. 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.  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. 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. Constructionism Pedagogy Social Cultural • Critical • Social Justice • Culturally located Sociocultural • Bilingual Constructionism • Integrated • Whanau – connected - relationships
  • 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. 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. 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. 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. 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. 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. Global Learning Self Learning School Learning
  • 22. Computers and cables do not make effective networks
  • 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.  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. 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. 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. 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.