The Ako Conceptual Framework: Toward a Culturally and Linguistically Responsive Pedagogy

Autor/in	Pale, Maryanne
Titel	The Ako Conceptual Framework: Toward a Culturally and Linguistically Responsive Pedagogy
Quelle	In: Asia-Pacific Journal of Teacher Education, 47 (2019) 5, S.539-553 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pale, Maryanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1575945
Schlagwörter	Culturally Relevant Education; Indigenous Populations; Indigenous Knowledge; Epistemology; Foreign Countries; Pacific Islanders; Teaching Methods; Constructivism (Learning); New Zealand + Suchen Sie Ihr Suchwort? Sinti und Roma; Erkenntnistheorie; Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	This article offers a new model, the Ako Conceptual Framework (ACF), as a theoretical proposition to add to the critical discourse and development of culturally and linguistically responsive pedagogies within the Asia-Pacific region and beyond. By drawing on the socio-cultural theory and the concept of Zone of Proximal Development, the ACF conceptualises the intersection of culture and pedagogy using a Tongan epistemology. The ACF positions the "va" (a space that is relational which enables authentic relationships to be established, nurtured and maintained) and tauhi "vaha`a"/"va" (a responsibility that teachers, schools, educational leaders and practitioners have to establish, nurture and maintain authentic relationships) as the fundamental concepts in the development of culturally and linguistically responsive pedagogies. It is theorised that by recognising Tongan strengths-based principles, values and educational concepts, the "taumu`a `oe ako" (the purpose for teaching and learning), "founga ako" (the concepts of teaching), and "feinga ako" (the concepts of learning) can be aligned. Thereby, recognising and acknowledging the various knowledge systems that the students from culturally and linguistically diverse (CALD) backgrounds arrive at school with. The concepts and implications of the ACF are discussed in this article. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01