Culturally Responsive Pedagogy: Connecting New Zealand Teachers of Science with Their Maori Students

Autor/inn/en	Glynn, Ted; Cowie, Bronwen; Otrel-Cass, Kathrin; Macfarlane, Angus
Titel	Culturally Responsive Pedagogy: Connecting New Zealand Teachers of Science with Their Maori Students
Quelle	In: Australian Journal of Indigenous Education, 39 (2010), S.118-127 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Family (Sociological Unit); Culturally Relevant Education; Foreign Countries; Ethnic Groups; Pacific Islanders; Teaching Methods; Science Education; Teacher Education; Cultural Awareness; Teacher Attitudes; Teacher Student Relationship; Western Civilization; New Zealand + Suchen Sie Ihr Suchwort? Familie; Ausland; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Lehrerausbildung; Lehrerbildung; Cultural identity; Kulturelle Identität; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Neuseeland
Abstract	This paper illustrates how important changes can occur in science learning and teaching if teachers take the trouble to understand and respect the cultural worlds of Indigenous students, and incorporate something of this understanding within their teaching practice. Ten teachers participated in a specially-designed one-year university postgraduate course, which encouraged them to incorporate into their classroom learning two Maori pedagogical principles, "ako" and "whakawhanaungatanga". "Ako" is a responsive and reciprocal process, through which both teaching and learning roles are shared. "Whakawhanaungatanga" is the process of constructing relationships in the classroom between people, between students' cultural knowledge and domain knowledge. This paper draws on co-constructed narratives from four of the teachers, two Maori and two Pakeha (New Zealanders of European descent). The teachers built trusting and respectful relationships with their Maori students by facilitating connections between Western and Maori worldviews of science. They shared their teaching role with Maori elders ("kaumatua") and members of the extended family of their students ("whanau"). The teachers learned a great deal from their Maori students who became highly engaged and agentic in their science learning. Students took collaborative responsibility for asking learning questions, and sought information on science topics from both Western and Maori worldviews. (As Provided).
Anmerkungen	University of Queensland. Aboriginal and Torres Strait Islander Studies Unit, Brisbane, Queensland, 4072, Australia. Tel: +61-7-3365-1969; Fax: +61-7-3365-6855; e-mail: ajie@uq.edu.au; Web site: http://www.atsis.uq.edu.au/ajie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10