Perspectives on Equity, Social Justice Pedagogy and Decolonising Learning

School-wide the Ka Hikitia Review was updated recently and includes a number of positive happenings (listed below) as well as areas to develop.  In summary:

• Inclusiveness of Te Reo Māori, waiata and karakia,  into practice;

• Building reciprocal relationships and partnerships;

• Authentic localised curriculum;

• Student agency; and 

• Being  ‘purposefully responsive’ with regards to assessment and feedback. 

Over the past three years, the school has worked hard at developing genuine relationships with students and whānau through the school’s vision, values and transparent communication.  I feel we are heading in the right direction with building relationships, what is challenging is the hurdles along the way and how to sustain momentum when others may not be on the same journey.   There are parallels between cultural responsiveness and social justice pedagogy, with regards to knowing the learner and their whānau.   Challenging the ‘white spaces’ (Milne, 2013) or ‘white supremacy’ (Innovating Pedagogy, 2020),  also need to continue. 

A number of authors and MOE documents (MOE, 2020; Boyd, 2012)  suggest there has been a movement towards cultural inclusiveness; supporting the principles of Te Tiriti o Waitangi, valuing partnerships with whānau and building relationships.  At the core of developing cultural inclusiveness is establishing and maintaining relationships.  In the classroom, a culture of caring for the learner and providing opportunities for students to learn collaboratively, positively impacts on student learning, achievement, engagement and attendance.  This according to Russell Bishop has long-term effects on future outcomes i.e. job opportunities for Māori.  It is difficult to comprehend, the shocking statistics around Māori suicide and incarceration rates, and poverty.  Why wouldn’t we want to improve equity and social justice in education and hence, better long-term outcomes for Māori?  Through research, it has become apparent that teaching in a colonised way is not meeting the needs of our learners.  We need to change it up and create educational spaces reflective of student needs; let’s create a culture of learning where students want to attend school, engage in learning, create prosocial relationships and students have ‘voice and choice’ in their learning. 

From an international perspective, achievement in reading, mathematics and science has been steadily declining over the past 18 years (in reading) in New Zealand and the low-achieving students have increased in reading and science (OECD, 2019).   This is reflective of our current education system.  Maybe policy creators should consider what is working best in the schools that are maintaining or improving their ranking.  I think a reconsideration of our education system is needed; years 0-3 focus could be on a social and emotional development model (collaborative and communication skills). This may include more flexibility around the ways students start school; inclusion of whānau or flexible attendance.  For Years 4-8, students would start to gain confidence and interest in a variety of curriculum areas, not just the core curricula.  For example, using art as a mindfulness tool to promote well-being and mental health, encouraging cultural exchanges as well as digital storytelling. 

Perspectives on Digital Citizenship 

Within the local school community, it is timely for us to reassess our expectations of students and staff in regards to using digital technology responsively.  The school’s policy and procedures around Cyber Safety are outdated, however, it does highlight the importance of developing staff PD, student awareness and learning around cyber safety and disciplinary action if breached.  Along with inclusion in the strategic and annual plans including appropriate resourcing.  Students want to use digital devices for learning.  Encouraging this in the classroom can increase student engagement and communication with whānau i.e. through Dojo.  

Nationally, the MOE has produced a comprehensive support document that addresses the need to keep abreast of the ever-changing digital climate.  This document discusses the positive and negative effects of social media, potentially on the school climate and how communication is changing (MOE, 2020b).  Including the use of digital technology and how it impacts student and staff wellbeing in the Wellbing@School survey might be beneficial.  The need to identify the effects of using digital devices as another means of communication may produce results for leaders to implement in the development of the school-wide Technology Curriculum and supporting policies and procedures.    The revised Technology Curriculum states that students should be aware of their ethical responsibility when considering the end-users; Progress Outcome 2 for Designing and Developing Digital Outcomes (DDDO) states, students start to become aware of the impact on society and humans when using digital devices, which is ever-changing (MOE, 2017).  

The double-edged sword of digital technology can be viewed as, on one side using technology encourages engagement, communication and learning, however on the other side learners need to use this knowledge ethically, responsibility and to better human-kind.   The spin-off can produce negative effects for learner well-being and mental health, or apps like Mentemia could support student mental well-being.  The Future of the Classroom Emerging Trends K-12: Global Edition report states that “...54% of Kiwi parents would like teachers to do more to help keep their child safe online” (Google, 2019).  Educating learners should be around building a “healthy relationship with technology” (Google for Education, n.d.b). When developing the school-wide technology curriculum how can we encourage prosocial and positive connections with others?

References

Boyd, S. (2012). Wellbeing@ School: Building a safe and caring school climate that deters bullying Overview paper. New Zealand Council for Educational Research, Wellington.  Retrieved from https://wellbeingatschool.org.nz/sites/default/files/Wellbeing-at-School-overview-paper.pdf

Ferguson, R., Coughlan, T., Egelandsdal, K., Gaved, M., Herodotou, C., Hillaire, G., ... & Misiejuk, K. (2019). Innovating pedagogy 2019: Open University innovation report 7.  Retrieved from https://iet.open.ac.uk/file/innovating-pedagogy-2019.pdf

Google for Education (n.d.b). Future of the Classroom: Emerging Trends in K-12 Education NZ Edition. Retrieved from http://services.google.com/fh/files/misc/new_zealand_future_of_the_classroom_country_report.pdf?utm_source=web&utm_medium=campaign&utm_campaign=FY19-Q2-global-demand gen-website-other-future the classroom

Google. (2019). Future of the Classroom: Emerging trends in K-12 Education: Global Edition. http://services.google.com/fh/files/misc/future_of_the_classroom_emerging_trends_in_k12_education.pdf 

Kukulska-Hulme, A., Beirne, E., Conole, G., Costello, E., Coughlan, T., Ferguson, R., ... & Mac Lochlainn, C. (2020). Innovating Pedagogy 2020: Open University Innovation Report 8.  Retrieved from http://oro.open.ac.uk/69467/1/InnovatingPedagogy_2020.pdf

Milne, B. A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools (Doctoral dissertation, University of Waikato).  Retrieved from https://researchcommons.waikato.ac.nz/handle/10289/7868

Ministry of Education (2020b).  Leading local curriculum design in the revised technology learning areas: equipping your students for tomorrow’s world.  Retrieved from https://nzcurriculum.tki.org.nz/Strengthening-local-curriculum/Leading-local-curriculum-guide-series/Revised-technology-learning-area

Ministry of Education. (2017). Technology in the New Zealand Curriculum. Retrieved from http://nzcurriculum.tki.org.nz/content/download/167461/1235900/file/Technology%20in%20the%20New%20Zealand%20Curriculum%202017

OECD (2019). PISA 2018 Results (Volume II): Where All Students Can Succeed. Retrieved from https://read.oecd.org/10.1787/b5fd1b8f-en?format=pdf   

How does indigenous knowledge and cultural responsiveness inform my practice and research topic?

Practice 

A number of the themes from Hernandez, C, Morales, A. & Shroyer, M (2013) culturally responsive teaching is similar to my classroom practice. For example,  during the planning process, I take into consideration the student’s cultural backgrounds, their prior knowledge and what special interests or talents they could contribute to the learning process.  Where possible I include Te Reo Māori phrases for commands in the classroom or kupu related to curriculum content.  Another similarity is, at the start of the year I take the time to get to know my students and their whānau  “know me before you teach me”  philosophy, and find out what special interests the students have and their goals for the future.  Ensuring face-to-face meetings with open dialogue should reflect the aspirations of what whānau want for their children as well as student voice (Berryman, M., Lawrence, D., & Lamont, R, 2018; Ministry of Education, 2020). Building a safe learning environment is paramount for every student, to achieve excellence and equity.  Where possible the learning task is relating learning to the ‘real world’ which also draws parallels with Hernandez el at (2013) model.  Learning tasks that incorporate a variety of different ways to learn, i.e. hands-on, is also comparable to that of the culturally responsive teaching model. These themes should be considered when developing professional learning for teachers.

In contrast, the changing nature of education means I have to adapt to developing learning opportunities around social outcomes as well as academics.  This has recently become more apparent with the focus on student and staff wellbeing.  Another difference is the rapid change in digital technology and social media developments, more importantly now are the need to build learner communication capabilities.  With regards to motivating students, I feel recently that it has become more challenging to motivate students to think independently.  I would also personally like to develop the confidence to communicate with parents in their native language and use Te Reo Māori with increasing confidence. Developing student Cybersafety/Digital Citizenship my classroom practice contrasts with the model of culturally responsive teaching.  While I do, to some degree use collaboration in the classroom, I would like to extend on this and use the ITL Research Rubric (2012) when creating learning activities.  

With regards to the Mauri Model in my practice, I would place myself at Mauri oho; proactive state.  With undertaking research this year I feel this has united a sense of wanting to learn more.  It has also placed me as a learner and to some degree, I can understand how my students feel in the classroom as well as teachers undertaking PD.  For example, having a clear outline of what is expected, and what drives me to further my knowledge?  This state of being has also come about because I have gained confidence within my workplace to speak up with regards to advocating for students and colleagues.  “As people strive to face and manage their fear, so do they locate inner strength and understand more about their personal courage and therefore the potential to advance” (Pohatu, 2011).  I am committed to changing my practice, to improve the outcomes for all students and supporting colleagues, along with continuing to build respectful relationships.  

Research Topic

The research topic I have chosen is about developing the technology curriculum with teachers so that students can achieve in digital technology.  I want to gain a sense of how teachers are achieving this and assess what they think is needed to continue the integration of digital technology in the classroom.  Some themes from Hernandez, C, Morales, A. & Shroyer, M (2013) culturally responsive teaching model that could be useful in this process would be building a safe learning environment for teachers to share their ideas and beliefs; gaining mutual respect by using open and transparent communication.  Another similarity could be encouraging teachers to collaborate in small groups. Collaboratively planning with colleagues using a number of digital tools i.e. the Substitution, Augmentation, Modification and Redefinition (SAMR) Model and Technology, Pedagogy and Content Knowledge (TPCK), could address the creation and transfer of relevant, culturally responsive knowledge.  More importantly is the need to develop and maintain positive working, reciprocal relationships.  

Ann Milnes (CORE Education, 2017)  ‘eliminating the white spaces’ literature states a reluctance to confront racisms (individual and systemic), this still continues to plague our educational system.  When critically reflecting on the above diagram by Ann Milne (CORE Education, 2017), my school would place somewhere near the purple end of Culturally ‘Responsive’ Pedagogy.  We are heading in the right direction as a leadership team, this critical analysis needs to continue when reviewing and implementing the Technology Curriculum.  However, in contrast, we need to decolonise curriculum, pedagogy and assessment and review the way the school structure is limiting students’ social and emotional development.  Teachers need to gather information from students and whānau regarding prior knowledge and decide whether the content knowledge is worthwhile and the pedagogical approach is culturally responsive.  Removing the barriers so that individual students can achieve in the areas that are of interest to them, should be considered. Supporting teachers to move towards Mauri Ora; highly motivated, enjoys participating and is successful (Pohatu, 2011), should be the focus of the school's professional development programme. 

     

References

Berryman, M., Lawrence, D., & Lamont, R. (2018). Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective. Set: Research Information for Teachers.  Retrieved from  https://www.nzcer.org.nz/category/publication-type/journal-article?page=11

Hipkins, R. (2005). Thinking about the key competencies in the light of the intention to foster lifelong learning. SET: Research Information for Teachers, 3, 36-38.  Retrieved from https://www.nzcer.org.nz/system/files/set2005_3_036.pdf

Milne, A.(2017). Coloring in the white spaces: reclaiming cultural identity in whitestream schools. New York: Peter Lang Publishing, Inc.

Pohatu, T. W. (2011). Mauri - Rethinking human wellbeing. MAI Review, 3, 1-12. Retrieved from http://www.rangahau.co.nz/assets/Pohatu/Pohatu%20T%20Mauri.pdf  

How might the research question relate to a Kaupapa Māori approach to gathering knowledge and community priorities?

Research Questions:

1. What types of professional development has the greatest influence on teachers’ implementing the digital technology curriculum?

2. What support do teachers think is needed for the continued integration of digital technology curriculum?

This question was developed in response to our school receiving professional development in 2019 for the implementation of the revised Technology Curriculum.  As I have taken on a new role of developing the school-wide curriculum,  from years 0-13, the need to get a snapshot of where teachers are at in 2020, with implementing digital technology is vital and to find out from a teacher’s perspective what support they require, moving forward.  From this, I feel the leadership team will have a better understanding of how to support teachers to continue to integrate digital technology to a place of whakararau or embedded - unconscious competence (MOE, 2020c).  An analysis of the strategic and annual plans (including resourcing) could also support getting an overall picture of the alignment between policy, leadership,  and teaching and learning. 

At a national level the Ministry of Education has produced documentation supporting the ongoing implementing and integration of the digital outcomes.  They see this as an ongoing process for now, and these documents seem to provide useful, practical means of assessing where the school is at and what practical steps need to be taken. The 'Supporting your school’s journey in 2020' document also suggests ways to approach the continual integration of the curriculum.  Community and educational priorities (National Educational Guidelines 9) are about addressing the gap between Māori and non-Māori achievement.  The New Zealand teacher standards and e-learning encourage teachers to work collaboratively, share knowledge, undertake inquiry learning, problem-solving and professional learning. 

Ako

Professional development is about developing teachers to implement new learning in the classroom to support student ‘equity and excellence’.  Teachers need to understand why this change is needed, what specific content knowledge is required, and how it will be taught (pedagogy).  By working in a collaborative team or Kāhui Ako, individual teachers can build their knowledge base from one another reflecting the principles of Kaupapa Māori ie manaakitanga and reciprocity.  Using the ideas from the ITL Research (2012), could also support an authentic learning environment, encourage teacher engagement and hopefully, this will give teachers the skills and confidence to plan and implement appropriate learning programmes.  The big ideas to consider would be, teachers have a shared responsibility, they make substantive decisions and their work is interdependent (ITL Research, 2010).  I think these big ideas will also support the objectives of a  Kāhui Ako.  The collaborative nature of the Communities of Learning are designed to promote ‘equity and excellence’ and to accelerate underachieving in Māori and Pasifika students.  

Āta

The principle of Āta within the Kaupapa Māori theory represents respectful relationships, building and nurturing relationships and wellbeing (Rangahau, n.d).  When supporting teachers to implement new learning, leadership needs to consider the most relevant leadership styles i.e. coaching, that supports building respectful relationships. From the perspective of a Kaupapa Māori approach building relationships with teachers and in the wider educational context, will help towards supporting teachers and their aspirations for their learners.  If a teacher’s needs are met and their culture of learning is valued, i.e. they get support if they require a more personalised programme, this will hopefully build confidence and self-determination to achieve (Te Akau ki Papamoa School, n.d).  I feel creating a learning culture that builds on the knowledge of teachers, and their needs and aspirations (tino rangatiratanga) would encourage teachers to engage with new learning more readily.  Also, with regards to building and nurturing relationships and teacher well-being, the way in which teachers are ‘grouped’ for learning i.e. curriculum teams or year level teams could be flexible to meet the needs and interests of teachers.  There are similarities between knowledge creation and that of the Kaupapa Māori philosophy. Moreover, āta conveys the notion of respectfulness, reciprocity and that relationships demand effort and energy (Pohatu, 2013).  Learning in a collaborative way may be preferred by Māori learners; teachers or students.   

Another theme is developing the skills to communicate in a digital world.  Due to the nature of digital technology, students are navigating how to best get their message across in a mindful way. What is the etiquette for communication online?  How is user well-being monitored and by whom?  The idea of communication presents itself through the Kaupapa principles of Āta and Whānau.  However, to my knowledge communicating face-to-face is preferred in Māori culture.  How does teacher professional development address the integration of kaupapa Māori principles and digital technology/21st century skills? Developing an understanding of how to communicate in the 21st century will be necessary for humankind.  “Communication is at the heart of all human interaction”  (ITL Research, p 37, 2012).  

Reference 

ITL Research (2012). 21CLD Learning Activity Rubrics. Retrieved from https://fcl.eun.org/documents/10180/14691/5.3x+-+21cld+learning+activity+rubrics+2012.pdf/e240da11-07c2-4633-a86e-06c12f00d8ad?version=1.0

Ministry of Education (2020c).  Digital technology in the revised Technology Learning Area: Supporting your school’s journey in 2020. Retrieved from https://technology.tki.org.nz/Technology-in-the-NZC/Digital-technologies-support/DT-implementation-support-tool

Pohatu, T. W (2013). Āta. Ata: Journal of Psychotherapy Aotearoa New Zealand, 17(1), 13-26.  Retrieved from https://ojs.aut.ac.nz/ata/index.php/ata/article/view/121

Rangahau (n.d). Principles of Kaupapa Māori. Retrieved from http://www.rangahau.co.nz/research-idea/27/

Stevens, K. (2019). Supporting Teacher Confidence and Perceived Competence in Relation to Culturally-Responsive Pedagogy Utilising Communities of Learning Kahui Ako. Kairaranga, 20(2), 30-39.  Retrieved from https://files.eric.ed.gov/fulltext/EJ1240096.pdf

Developing the Technology Curriculum

I teach in an area school that has started the process in 2019 of implementing the revised Technology Curriculum for Years 0 - 13.  I have just started a shared leadership role which is the Curriculum Development Team, inclusive of Technology. Previously the Professional Learning Group (PGL) for technology ended in 2019, and teachers were left to decide how or what to implement into their planning, with minimal collaboration between staff and limited curriculum alignment and/or progression of student learning.  The leadership team is interested in developing the technology curriculum that aligns content knowledge, digital technology skills and tools, as well as the pedagogical approach.    

A number of areas have been addressed by the PLG, along with outside provider support and the Curriculum Inquiry Team; the school values have been updated through a rigorous school and community consultation process that has seen the implementation of an inclusive school vision.  There has also been a shift towards a localised curriculum with a number of teachers planning inquiries around the local environment i.e. recycling, predator traps and gardening.  The Ministry of Education (MOE) expresses that The New Zealand Curriculum is a flexible framework in which schools can develop and implement a curriculum that provides “equity and excellence” (MOE, 2020b)  through Key Competencies and content knowledge, relevant to the schools’ learners and their whānau.  The Localised Curriculum can also provide meaningful experiences for students to progress toward being “confident, connected, active, life-long learners'' (MOE, 2020b).

Trends in Education:

Equity, Social Justice and Decolonising Learning

The Programme for International Student Assessment (PISA) results indicate the use of digital technology was above average compared to other Organisation of Economic Co-operation and Development (OECD) countries (OECD, 2019).  However, those with continual disadvantage are boys, low socioeconomic, Māori and Pacific students. “Māori students reported lower enthusiasm, engagement and adaptive instruction from their teachers than their non-Māori peers'' (MOE, 2018).  Within the school environment, understanding of Aoteraroa’s bicultural nation and how individuals learn should be considered; along with addressing the partnership with Te Tiriti o Waitangi.  With the current demands (perceived or not) on delivering the curriculum, sometimes I feel caught up in content delivery and simply forget that learners’ come from different cultural backgrounds.  It is the awareness of, the teachable moment or just taking the time to reflect-in-action that needs to be developed. Moving towards a decolonised curriculum and pedagogy may provide an opportunity to ensure indigenous learners have the opportunity to participate in relevant and authentic learning, reflecting their needs and the desires of their whānau.  One approach could be to continue engaging with Kura Kaupapa Māori theory (Bishop, 2012).  

I feel for too long the current curriculum content and pedagogy represents and presents Pākeheā world views.  My school has a population of 33% Māroi, how are Māroi worldviews represented in a Pākeheā dominated forum?    Educause (2020) suggests there is an increase in the need for widespread equity and fairness in educational practices; culturally responsive curriculum and pedagogy are developed through effective professional development (PD) programmes.  Utilising digital storytelling could support digital decolonisation.   I hope the way forward will include decolonised curriculum content and pedagogy, consultation and partnerships with local hapu in the creation of a kaupapa Māori theory, along with increased awareness from educationalists to provide opportunities for teachers to truly collaborate and converse on how to better engage individuals in authentic, culturally responsive learning? 

Digital Citizenship 

Digital technology has an important place in educating young minds.  Learners from all year levels and their teachers need to become aware of their digital responsibility and understand the benefits that digital technology can bring to education.  Too often iPads are used as a reward for good behaviour in the classroom.  This needs to change; “...when it (digital technology) is used correctly, technology has a huge benefit for both teacher and student engagement” (Google for Education, n.p, n.d.b).  I feel the teachers’ role in supporting student learning using digital technology needs to be developed.  We want students to be able to use digital devices in their content learning as well as promoting social and emotional learning.  Teachers also need to be upskilled and reflect these changes in their practice.  Becoming aware of how to encourage prosocial behaviour and the positive use of digital technology will become our future, along with monitoring the effects on student and teacher wellbeing.  There are barriers to identify and overcome within the school’s context.  Auditing current teacher perceptions regarding the use of digital technology in the classroom may be the spring-board needed.

I am interested in developing a way of working that:

• Uses digital technology for smarter decision making and to become more efficient with time and is sustainable;

• Encourage reflective conservations with colleagues to improve upon pedagogical practices; and

• Create authentic collaborative partnerships with multiple stakeholders, that is ever-changing on the need. 

References

Bishop, R (2012). Pretty difficult: Implementing kaupapa Maori theory in English-medium secondary schools. New Zealand Journal of Educational Studies, 47(2), 38. Retrieved from https://scholar.google.co.nz/scholar?q=kaupapa+m%C4%81ori+pedagogy&hl=en&as_sdt=0&as_vis=1&oi=scholart

Educause (2020). 2020 EDUCAUSE Horizon Report™ | Teaching and Learning Edition. EDUCAUSE Publications. Retrieved from https://library.educause.edu/-/media/files/library/2020/3/2020horizonreport.pdf?la=en&hash=DE6D8A3EA38054FDEB33C8E28A5588EBB913270C 

Google for Education (n.d.b). Future of the Classroom: Emerging Trends in K-12 Education NZ Edition. Retrieved from http://services.google.com/fh/files/misc/new_zealand_future_of_the_classroom_country_report.pdf?utm_source=web&utm_medium=campaign&utm_campaign=FY19-Q2-global-demand gen-website-other-future the classroom

Ministry of Education (2020b).  Leading local curriculum design in the revised technology learning areas: equipping your students for tomorrow’s world.  Retrieved from https://nzcurriculum.tki.org.nz/Strengthening-local-curriculum/Leading-local-curriculum-guide-series/Revised-technology-learning-area

Ministry of Education (2018).  PISA 2018 Reading Experience of 15-Year-Olds.  Retrieved from https://www.educationcounts.govt.nz/publications/series/PISA/pisa-2018/pisa-2018-reading-in-new-zealand

OECD (2019). PISA 2018 Results (Volume II): Where All Students Can Succeed.  Retrieved from https://read.oecd.org/10.1787/b5fd1b8f-en?format=pdf