I have learned recently that any Inquiry Based Learning has to be substantiated by 'research' based knowledge which barely comes from any internet reading. I am not saying all the Internet based information are fake, but chances are there that some of them are not based on experimental evidence.
Therefore, today I am reading, Culturally Responsive Teaching: Theory, Research, and Practice by Geneva Gray.
A few extracts from the book:
"Personal narratives and cultural stories are vital teaching content and methodology. Teaching is a contextual, situational, and personal process, a complex and never-ending journey." William Ayers (2001) describes three key phases of this journey: A first step is becoming the student to your students, uncovering the fellow creatures who must be partners to the enterprise. Another is creating an environment for learning, a nurturing and challenging space in which to travel. And finally, the teacher must begin work on the intricate, many-tiered bridges that will fill up the space, connecting all the dreams, hopes, skills, experiences, and knowledge students bring to class with deeper and wider ways of knowing.
As such, teaching is most effective when ecological factors, such as prior experiences, community settings, cultural backgrounds, and ethnic identities of teachers and students, are included in its implementation. This basic facts are ignored in teaching." [Gay, 2017].
Good thing is some of the teachers practises all or a part unknowingly. It is pleasing to see in our community so many teachers are applauded through the Mana Motuhake : In pursuit of Mana Motuhake so many teachers in our community fulfill all/partly the elements of Culturally Responsive Pedagogy. This 'reward' is tangible recognition to the teachers. Glory! Must stop now!