Culturally responsive teaching and learningwith Pasifika studentsr.hunter@massey.ac.nz
Some key facts• Auckland has the largest Pasifika population inthe world• Pasifika peoples are a complex multi-ethnic,hete...
The fluidity of Pasifika identities• Being educated in NZ should not requirePasifika young people to:• assimilate or;• sub...
The cultural identity allocation of wellintentioned teachers• Directly related to, and a consequence of thechoices teacher...
Four types of teacher allocationThe teacher as•cultural provider•cultural mediator•cultural transmitter•cultural popularis...
Problems with teacher allocation of culturalidentity• A gap exists between an ideological and livedview of Pasifika identi...
Critical levers for academic success• Perceptions and expectations by students andof students by teachers is one of the mo...
Relational equity• Term used to describe how opportunities aredistributed equitable in classrooms• Counters social and aca...
Core Pasifika valuesReciprocity Respect ServiceInclusion Relationships SpiritualityLeadership Love BelongingFamilyWhat do ...
Pedagogical factors which impact on learning• High expectations• Application of skills to match backgroundand experiences ...
Uni-dimensional classroomsIn a unidimensional classroom only somepractices are valued.How does this description fit with w...
Multi-dimensional classroomsMultidimensional classrooms expand thedimensions and recognise that students areall different ...
Multidimensional classroomsMore students have access to ideas and maybe regarded as contributing in importantways.Teachers...
Culturally inclusive classrooms• culturally inclusive classrooms do notsacrifice high achievement, but ratherencourage it ...
Assigning competenceAssigning competence involves teachersraising the status of students that may be oflower status in a g...
Public and intellectual dimensionsProviding feedback that raises status mustbe:• Public• Intellectual• Specific• Relevant ...
Public and intellectual dimensionsThe public dimension allows other studentsto learn about the broad dimensions that areva...
Positioning students as competentPositioning students as someone with goodideas in this broader sense, disrupts thosetradi...
Setting classroom normsEstablishing norms for learning is a keyaspect of determining which students learn,what they learn,...
Commitment to the learning of others• Look closely at group work. Teach students tobe responsible for the learning of othe...
What does a classroom look like which catersto the needs of Pasifika learnersRevise your concept map where needed tobetter...
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Culturally responsive teaching for pasifika students

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Culturally responsive teaching for pasifika students

  1. 1. Culturally responsive teaching and learningwith Pasifika studentsr.hunter@massey.ac.nz
  2. 2. Some key facts• Auckland has the largest Pasifika population inthe world• Pasifika peoples are a complex multi-ethnic,heterogeneous group comprising differentlanguages and cultures• Many Pasifika students in our NZ schools andparticularly in low socio-economiccommunities experience educational disparities• NZ Pasifika communities have highestproportion of people with no qualifications
  3. 3. The fluidity of Pasifika identities• Being educated in NZ should not requirePasifika young people to:• assimilate or;• submit to any form of cultural identityallocation.1.Why do teachers allocate students’identity2.What is the effect on the student of teacherallocation of identity?3.What should we promote instead?
  4. 4. The cultural identity allocation of wellintentioned teachers• Directly related to, and a consequence of thechoices teachers make about classroomcontent.• Two forms of identity commonly recognised-national identity or ethnic identity• Teachers often choose to focus on one or theother but not bothWhy is this a problem for the Pasifika student?
  5. 5. Four types of teacher allocationThe teacher as•cultural provider•cultural mediator•cultural transmitter•cultural popularistWhat do you think teachers do in each group?With each one make predictions about eachtype and how it plays out in the classroom.
  6. 6. Problems with teacher allocation of culturalidentity• A gap exists between an ideological and livedview of Pasifika identity• Teachers understanding of Pasifika identitycan be shaped by deficit views• Allocation does not allow for choice orvariabilityTeachers need to develop a deep contextualisedunderstanding of Pasifika identities
  7. 7. Critical levers for academic success• Perceptions and expectations by students andof students by teachers is one of the mostcrucial levers of academic success• Pasifika students’ views of themselves andtheir self-aspirations need to be incorporatedinto the organisational structures of the schooland the education system• Core Pasifika values need addressing forrelational equity
  8. 8. Relational equity• Term used to describe how opportunities aredistributed equitable in classrooms• Counters social and academic statusdifferences on the premise that these do notemerge because of the particular students;they emerge because of group interactions.
  9. 9. Core Pasifika valuesReciprocity Respect ServiceInclusion Relationships SpiritualityLeadership Love BelongingFamilyWhat do these concepts mean?How can/do they play out in classrooms?How can we use them in ways that willincrease relational equity for Pasifika students?
  10. 10. Pedagogical factors which impact on learning• High expectations• Application of skills to match backgroundand experiences of students in front of them• Clear links to core Pasifika valuesDevelop a concept map of what this wouldlook like in a classroom which usesculturally responsive teaching and whichpromotes relational equity for all learners?
  11. 11. Uni-dimensional classroomsIn a unidimensional classroom only somepractices are valued.How does this description fit with what mostchildren experience in school ? What does itmean for the Pasifika child?
  12. 12. Multi-dimensional classroomsMultidimensional classrooms expand thedimensions and recognise that students areall different and will use different methods,ask different questions, use different waysto think about and represent ideas, activelydiscuss and question ideas.What does this mean for the Pasifika childin a classroom?
  13. 13. Multidimensional classroomsMore students have access to ideas and maybe regarded as contributing in importantways.Teachers apply a multiple abilitiesapproach…no student is good at all theabilities but each student will be good at, atleast one.What does this suggest teachers need toconsider for the Pasifika child?
  14. 14. Culturally inclusive classrooms• culturally inclusive classrooms do notsacrifice high achievement, but ratherencourage it in minority group learners• require establishing environments that arelikely to encourage Pasifika students’interest, acknowledging individual effortsand setting standards that other students canmodel on, addressing communication andparticipation patterns
  15. 15. Assigning competenceAssigning competence involves teachersraising the status of students that may be oflower status in a group by:• Praising something they do or say that hasintellectual value and bringing it to groupattention• Asking them to present it in their own way• Publicly praising the work in a whole classsetting.
  16. 16. Public and intellectual dimensionsProviding feedback that raises status mustbe:• Public• Intellectual• Specific• Relevant to the task.Think of the core Pasifika values. Howcould teachers provide feedback whichaffirm the students use of these?
  17. 17. Public and intellectual dimensionsThe public dimension allows other studentsto learn about the broad dimensions that arevalued.The intellectual dimension ensures that thefeedback is an aspect of the task.
  18. 18. Positioning students as competentPositioning students as someone with goodideas in this broader sense, disrupts thosetraditionally narrow ways of beingcompetent in school work like finishingfirst, or being born with academic ability.
  19. 19. Setting classroom normsEstablishing norms for learning is a keyaspect of determining which students learn,what they learn, and how they learn.What norms do you think might be importantto enact to ensure Pasifika students havemany opportunities to learn?
  20. 20. Commitment to the learning of others• Look closely at group work. Teach students tobe responsible for the learning of others throughdeveloping reciprocity. See learning as ancollective rather than individual act to constructmultiple perspectives.• Look closely at the communication andparticipation norms enacted in the classroom.Who talks, when and how and the use of bodylanguage. Monitor and promote risk taking
  21. 21. What does a classroom look like which catersto the needs of Pasifika learnersRevise your concept map where needed tobetter meet the needs of Pasifika learners

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