culturally responsive teaching for pasifika students
DESCRIPTION
TRANSCRIPT
Some key facts• Auckland has the largest Pasifika population in
the world• Pasifika peoples are a complex multi-ethnic,
heterogeneous group comprising different languages and cultures • Many Pasifika students in our NZ schools and
particularly in low socio-economic communities experience educational disparities • NZ Pasifika communities have highest
proportion of people with no qualifications
The fluidity of Pasifika identities
• Being educated in NZ should not require Pasifika young people to:• assimilate or;• submit to any form of cultural identity
allocation.1.Why do teachers allocate students’ identity2.What is the effect on the student of teacher
allocation of identity?3.What should we promote instead?
The cultural identity allocation of well intentioned teachers
• Directly related to, and a consequence of the choices teachers make about classroom content. • Two forms of identity commonly recognised-
national identity or ethnic identity• Teachers often choose to focus on one or the
other but not bothWhy is this a problem for the Pasifika student?
Four types of teacher allocation
The teacher as
•cultural provider
•cultural mediator
•cultural transmitter
•cultural popularist
What do you think teachers do in each group? With each one make predictions about each type and how it plays out in the classroom.
Problems with teacher allocation of cultural identity
• A gap exists between an ideological and lived view of Pasifika identity
• Teachers understanding of Pasifika identity can be shaped by deficit views
• Allocation does not allow for choice or variability
Teachers need to develop a deep contextualised understanding of Pasifika identities
Critical levers for academic success
• Perceptions and expectations by students and of students by teachers is one of the most crucial levers of academic success
• Pasifika students’ views of themselves and their self-aspirations need to be incorporated into the organisational structures of the school and the education system
• Core Pasifika values need addressing for relational equity
Relational equity
• Term used to describe how opportunities are distributed equitable in classrooms
• Counters social and academic status differences on the premise that these do not emerge because of the particular students; they emerge because of group interactions.
Core Pasifika values
Reciprocity Respect Service Inclusion Relationships Spirituality Leadership Love BelongingFamily
What do these concepts mean?
How can/do they play out in classrooms?
How can we use them in ways that will
increase relational equity for Pasifika students?
Pedagogical factors which impact on learning
• High expectations• Application of skills to match background
and experiences of students in front of them• Clear links to core Pasifika values Develop a concept map of what this would
look like in a classroom which uses culturally responsive teaching and which promotes relational equity for all learners?
Uni-dimensional classrooms
In a unidimensional classroom only some practices are valued.
How does this description fit with what most children experience in school ? What does it mean for the Pasifika child?
Multi-dimensional classrooms
Multidimensional classrooms expand the dimensions and recognise that students are all different and will use different methods, ask different questions, use different ways to think about and represent ideas, actively discuss and question ideas.
What does this mean for the Pasifika child in a classroom?
Multidimensional classroomsMore students have access to ideas and may be regarded as contributing in important ways. Teachers apply a multiple abilities approach…no student is good at all the abilities but each student will be good at, at least one. What does this suggest teachers need to consider for the Pasifika child?
Culturally inclusive classrooms
• culturally inclusive classrooms do not sacrifice high achievement, but rather encourage it in minority group learners • require establishing environments that are
likely to encourage Pasifika students’ interest, acknowledging individual efforts and setting standards that other students can model on, addressing communication and participation patterns
Assigning competenceAssigning competence involves teachers raising the status of students that may be of lower status in a group by: • Praising something they do or say that has
intellectual value and bringing it to group attention• Asking them to present it in their own way• Publicly praising the work in a whole class
setting.
Public and intellectual dimensionsProviding feedback that raises status must be: • Public• Intellectual• Specific• Relevant to the task.
Think of the core Pasifika values. How could teachers provide feedback which affirm the students use of these?
Public and intellectual dimensions
The public dimension allows other students to learn about the broad dimensions that are valued.
The intellectual dimension ensures that the feedback is an aspect of the task.
Positioning students as competent
Positioning students as someone with good ideas in this broader sense, disrupts those traditionally narrow ways of being competent in school work like finishing first, or being born with academic ability.
Setting classroom norms
Establishing norms for learning is a key aspect of determining which students learn, what they learn, and how they learn.
What norms do you think might be important to enact to ensure Pasifika students have many opportunities to learn?
Commitment to the learning of others
• Look closely at group work. Teach students to be responsible for the learning of others through developing reciprocity. See learning as an collective rather than individual act to construct multiple perspectives.
• Look closely at the communication and participation norms enacted in the classroom. Who talks, when and how and the use of body language. Monitor and promote risk taking
What does a classroom look like which caters to the needs of Pasifika learners
Revise your concept map where needed to better meet the needs of Pasifika learners