Due: 19th September
Nau te rourou, naku te rourou, ka ora te manuhiri.
With your food basket and my food basket, the people will thrive.
Culturally responsive leadership is an integral aspect of effective educational leadership in New Zealand. This module explores the fundamental concepts of culturally responsive leadership and its significance within the unique cultural context of New Zealand schools.
We are aware that there is a continuum of experiences and expertise among our delegates so please explore the area(s) most relevant to you below.
Defining Culturally Responsive Leadership
Culturally responsive leadership refers to a leadership approach that recognises, respects, and integrates the diverse cultural backgrounds and identities of students, staff, and the community within the educational environment. This approach prioritises inclusivity, equity, and culturally sensitive practices.
Key Components of Culturally Responsive Leadership:
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Cultural Competence: Culturally responsive leaders demonstrate cultural competence by developing a deep understanding of their own cultural biases and beliefs. They actively seek to learn about the cultures represented in their school community.
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Inclusive Leadership: Inclusive leaders foster an environment where all students and staff feel valued and included, regardless of their cultural background. They promote an atmosphere of respect and acceptance.
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Cultural Awareness: Culturally responsive leaders are attuned to the cultural needs and preferences of their students and staff. They adapt their leadership style to accommodate these differences, making the educational experience more relevant and engaging.
Culture Matters!
Culture significantly shapes our thinking, perception, actions, and communication. Learning is intricately linked to culture, meaning that even when the classroom’s teaching methods, resources, curriculum, and relationships remain the same, students’ experiences may differ due to their cultural perspectives and prior knowledge. Problems arise when educators are unaware of the diverse knowledge and experiences diverse students bring to learning. Even if a teacher shares the same culture as their students, understanding their backgrounds isn’t guaranteed as cultural understandings and behaviours vary within cultural groups, and teachers may miss cultural cues. It’s vital not to ignore these differences or treat all students uniformly, but instead, move from cultural blindness to cultural responsiveness.
Bias, Unconscious Bias and Racism:
Biases in educational leadership can manifest in various ways, often stemming from deep-seated societal prejudices. These biases may result in unequal opportunities, resource allocation, and disciplinary practices for students of different backgrounds. Educational leaders, whether consciously or unconsciously, may favour certain groups while unintentionally disadvantaging others. These biases can hinder the creation of inclusive, equitable learning environments, perpetuating disparities in academic achievement and student well-being. Addressing biases in educational leadership is crucial for fostering fairness and ensuring that every student has an equal opportunity to succeed academically and personally. It requires self-awareness, ongoing education, and a commitment to dismantling discriminatory practices to create a more just and equitable educational system.
In leadership and teaching positions we need to be aware of unconscious biases and how these might affect the way in which we operate in a school setting; towards children, colleagues and whanaū. An unconscious bias is more difficult to overcome and can be defined as such:
“Refers to a bias that we are unaware of and which happens outside of our control. It is a bias that happens automatically and is triggered by our brain making quick judgements and assessments of people and situations, influenced by our background, cultural environment and personal experiences.” – Equality Challenge Unit UK: Unconscious Bias in Higher Education Review 2013.
In New Zealand schools students can also experience outright racism, as explored in this article on Mana College – https://www.nzherald.co.nz/kahu/racism-in-schools-calls-for-cultural-competency-in-the-classroom/JNSGWAYUUQI5RH65F3535A7YII/
Our Responsibility as School Leaders in Aotearoa:
School leaders clearly have a responsibility to ensure schools are safe and equitable places for learners and their whanau. We know that culturally responsive pedagogies have the potential to narrow the disparities in our school communities, concurrently elevating the overall levels of achievement. Extensive research indicates that these culturally responsive pedagogical approaches boost student performance across diverse cultural groups, ensuring every student is motivated and has the assistance required to unlock their educational potential, irrespective of their social, economic, cultural background, or individual requirements.
In this video, Professor Mere Berryman explains the need and the opportunity to use evidence to make a difference in education in Aotearoa, and why a Tiriti o Waitangi partnership approach – Mana Ōrite – is foundational to success for diverse Māori learners and for all learners in English-medium education.
Provocation:
Research tells us that there are some key aspects of culturally responsive pedagogy:
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Reflect on your cultural knowledge and teaching assumptions related to culture
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Learn about your students
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Use students’ cultural knowledge, perspectives and skills as a resource for teaching
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Create a safe and supportive environment and build strong relationships
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Encourage a discursive curriculum and enable student self-determination
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Connect with families
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Connect with communities
Select one or two aspects from the list above and reflect on what your school does well in this regard and what next steps you would take to further develop your school’s cultural responsiveness.
Comment on a fellow delegate’s response, remembering that every school is at a different place in this journey. You might offer support if there is a next step you can help with, reassurance if you have been on a similar journey, help with a resource you have found useful etc.
Optional Resources:
Explore the resources most relevant to you.
Working effectively with iwi and hapū, Melanie Taite-Pitama: https://vimeo.com/242861287
Puketeraki Kāhui Ako: Culturally responsive practice: https://www.youtube.com/watch?v=DQusPg98GcQ
A website with many useful resources and links: https://elearning.tki.org.nz/Leadership/Culturally-responsive-leadership#js-tabcontainer-1-tab-5
Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES): https://www.educationcounts.govt.nz/publications/series/2515/5959
“The real conspiracy is that education is for the rich” L. O’Connell Rapira – https://thespinoff.co.nz/politics/24-08-2020/the-real-conspiracy-is-that-education-is-for-the-rich
“They didn’t care about normal kids like me”: Restructuring a school to fit the kids” A. Milne – https://mro.massey.ac.nz/handle/10179/6234
“Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools” A. Milne – https://researchcommons.waikato.ac.nz/handle/10289/7868
One Response
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Connecting with Families
My school has implemented the following strategies to connect with families:
Regular communication: We have consistent communication channels, like newsletters, weekly emails from class teachers, and parent-teacher conferences which help keep families informed about their child’s progress and school events.
Family involvement: My school encourages family participation in activities like volunteering, field trips, and after-school programs.
Cultural celebrations: At my school, we celebrate diverse cultures through cultural events, language weeks and lessons that help create a welcoming and inclusive environment.
Parent evenings: We have parent evenings on topics like internet safety, health topics that we are teaching and on educational resources that can empower families to support their children’s learning.
While these practices are valuable, I believe that my school can further enhance their cultural responsiveness by:
Having a culturally relevant curriculum: By this I mean that we can incorporate diverse perspectives and experiences into the curriculum to ensure all students see themselves reflected in the learning materials.
Building staff cultural competency: I believe that we need to provide professional development opportunities for staff to increase their understanding of different cultures and how to effectively interact with diverse students and families.
Building community partnerships: It is important for schools to foster relationships with community organizations and cultural leaders to provide additional resources and support for students and families.
Having inclusive practices: We need to ensure that all school policies and practices are equitable and accessible to students from all backgrounds.
By implementing these strategies, I believe that my school can create a more inclusive and supportive environment for all students and families, fostering a sense of belonging and academic success.