Activity 9:Evaluations of cultural responsiveness in practice

Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students'
cultural references in all aspects of learning (Ladson-Billings,1994). The school I teach in is a beautiful
mosaic of students from over twenty different cultures. Consciously recognizing and incorporating cultural
aspects into teaching and learning creates relevance and a sense of belonging in students. They start
visualizing the class as their home, a safe haven--a place from where they can connect to themselves.
Not only is teaching content culturally inclusive, but also the physical classroom creates a sense of
belonging through displays of students work related to their land, language and culture. I see this as a
great rapport building aspect.
As a school we are culturally responsive and this stems right from the strategic goals laid out wherein the
three dominant areas of the school, Pasifika, Maori and Refugee Background Learners are mentioned.
Mori student evaluation at each year level from Year 9 to 13 will be analysed and any negatives will be
addressed promptly. The Academic Dean of Maori will work with the Academic Deans of Pasifika and
Refugees to ensure consistency of application of strategies to address particular learning issues (Annual
School Plan, 2016). Tekotahitanga aspects imbedded in the school culture have ensured that teachers
build a rapport with the students, connect before correct and this provides a better understanding of the
student and her cultural background.
What works well is the use of resources, learning contexts that are cultural, for example, Pasifika stories,
Maori Legends, Chinese stories and more. The school has academic deans for Maori, Pasifika and
Refugee Background Learners, however 10% of the school does not fall into these categories. How are
we representing and creating a sense of belonging for students from Phillipines, India,Thailand,
Bangladesh and Pakistan? Are their cultural needs met? Do they have representation in the student
prefect body? There are not a big group of each of these ethnicities that they can stand together and
make a plea. This is a request that I have put forward at pastoral meetings and to the team of teachers.
The Heads of Faculties, Deans and the Multicultural Committee need to come out with proposals of ways
in being culturally responsive to the minor cultures at school.
It has been my dream to embed into the school calendar, an ethnic calendar which will cover all
ethnicities at school. This will enable highlighting special days and working around the significance in
curriculum areas. For example at Level 2 in US 1279, student explore a cultural celebration or ritual and
write on its significance to themselves, to the family and to the community. This goes a long way in
building a better understanding and also respect and tolerance.

Reference:
Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co.