Today, I thought I will write my blog on a very vaguely understood subject of contemporary pedagogical world-‘A Culturally responsive pedagogy’. Lately I subscribed to an inquiry learning group on this cultural responsiveness in the classroom. The inquiry has to be collaborative and learning journey of half a dozen or so teachers from various curriculum areas in our college.
Last year I went to the Mindlab Course on Digital Collaboration and one of the important uptake from the course was that to understand a discourse I have to read, and read some ‘reliable’ document/s from ‘authentic’ sources. There I go, I picked up this Peer Reviewed research work from Waikato Journal of Education () (Volume 18, Issue 2:2013) by Annie Siope. It will be worthwhile to quote here from Annie Siope, “I am a first generation New Zealand-born Samoan woman.” The author's schooling began in the early 1970s in Otara.
To define Cultural Responsive Pedagogy the author chose to rely on the phrase ‘a culturally responsive pedagogy of relations’ which came from Te Kotahitanga narratives (Bishop et al, 2007). My uptake is the subject has to be related to creating learning context/s within the classroom where power is shared between self-determining individuals within non-dominating relations of interdependence; where culture counts. Here learning should be interactive, dialogic and spirals (non-linear); where participants are connected to one another through the establishment of a common vision for what constitutes excellence in educational outcomes. (Bishop et al., 2007). I am now really sanguine that the crux of this Cultural Responsiveness is connected with educational outcomes.
Culturally responsive pedagogy is NOT just culturally appropriate or culturally relevant pedagogy (Ladson-Billings, 1995). Therefore, it is NOT just the introduction of “myths and metaphors into classes”. (Earl et al, 2008).
Time to stop now!