Indigenous Knowledge and Cultural Responsiveness is necessary in my practice to create an inclusive,
safe environment for all learners.
As an educator I believe it is my responsibility to ensure inclusive content and a safe environment for all my learners.
This links with number 1 from the culturally responsive teaching model which is Content Integration
"inclusion of content from other cultures" (Hernandez, C, Morales & Shroyer,. 2013. P. 1).
This involves integrating content from other cultures into the classroom, in this case it would be into
play-based learning.
safe environment for all learners.
As an educator I believe it is my responsibility to ensure inclusive content and a safe environment for all my learners.
This links with number 1 from the culturally responsive teaching model which is Content Integration
"inclusion of content from other cultures" (Hernandez, C, Morales & Shroyer,. 2013. P. 1).
This involves integrating content from other cultures into the classroom, in this case it would be into
play-based learning.
An important aspect of using IK to improve your classroom practice is to adapt to the students to meet
their specific needs, learning is more relevant and motivational for the child if it is individualised
"Facilitating knowledge construction which consists of building on prior knowledge real world
examples; assist students in learning to be critical, independent thinkers who are open to other ways
of knowing" (Hernandez, C, Morales & Shroyer,. 2013).
their specific needs, learning is more relevant and motivational for the child if it is individualised
"Facilitating knowledge construction which consists of building on prior knowledge real world
examples; assist students in learning to be critical, independent thinkers who are open to other ways
of knowing" (Hernandez, C, Morales & Shroyer,. 2013).
This is an example where my research links specifically to culturally inclusive learning because one of
the main aspects of play-based learning is creating learning opportunities for the students that are
relevant to their view point of life and are familiar with these experiences or materials (Unicef, 2018).
the main aspects of play-based learning is creating learning opportunities for the students that are
relevant to their view point of life and are familiar with these experiences or materials (Unicef, 2018).
Another example where IK/CR teaching relates to play-based learning is they both need to be
individualised to meet the needs of the learner. Another similarity between play-based learning and
IK/CRT is the safety of the environment and comfortability of the students is imperative (Unicef, 2018).
individualised to meet the needs of the learner. Another similarity between play-based learning and
IK/CRT is the safety of the environment and comfortability of the students is imperative (Unicef, 2018).
An additional aspect of the "Model of Cultural Responsiveness" is "Prejudice reduction: use of native
language support; positive student-student interactions; safe learning environment"
(Hernandez, C, Morales & Shroyer,. 2013. P. 1).
This can be integrated into the classroom with phrases, greetings, commands, Waiata and kanikani.
Using words that the students are familiar with and that they use at home will help create a safe
environment for the students "The approach is meant to promote engagement, enrichment, and
achievement of all students by embracing a wealth of diversity, identifying and nurturing students’
cultural strengths, and validating students’ lived experiences and their place in the
world" (Samuels,. J,. A. 2011, p.23).
language support; positive student-student interactions; safe learning environment"
(Hernandez, C, Morales & Shroyer,. 2013. P. 1).
This can be integrated into the classroom with phrases, greetings, commands, Waiata and kanikani.
Using words that the students are familiar with and that they use at home will help create a safe
environment for the students "The approach is meant to promote engagement, enrichment, and
achievement of all students by embracing a wealth of diversity, identifying and nurturing students’
cultural strengths, and validating students’ lived experiences and their place in the
world" (Samuels,. J,. A. 2011, p.23).
An important aspect of culturally responsive teaching is that its repeated into teaching content daily, not
just ticked off when needing to meet ERO requirements or when there is a celebration.
(Milne 2009) argues that cultural identity is not a thing that needs to be celebrated on
certain occasions such as cultural weeks, rather teachers and schools should embrace students
cultural identity at every opportunity throughout curriculum and learning activities, school policies and
events schools have a role in sustaining culture instead of negating it".
just ticked off when needing to meet ERO requirements or when there is a celebration.
(Milne 2009) argues that cultural identity is not a thing that needs to be celebrated on
certain occasions such as cultural weeks, rather teachers and schools should embrace students
cultural identity at every opportunity throughout curriculum and learning activities, school policies and
events schools have a role in sustaining culture instead of negating it".
An additional aspect of play-based learning is collaboration. CRT/IK will positively affect this as the
students will have knowledge of each other's culture and a better understanding of each other.
It also means the students are less likely to judge each other or treat each other differently which will
ultimately create a safer environment leaving room for positive peer interactions and learning.
3/4 of the culturally responsive model is a way to break out of judgements as its purpose is to
question generalisations and normality which ultimately creates positive peer
relationships. (Hernandez, C, Morales & Shroyer,. 2013).
students will have knowledge of each other's culture and a better understanding of each other.
It also means the students are less likely to judge each other or treat each other differently which will
ultimately create a safer environment leaving room for positive peer interactions and learning.
3/4 of the culturally responsive model is a way to break out of judgements as its purpose is to
question generalisations and normality which ultimately creates positive peer
relationships. (Hernandez, C, Morales & Shroyer,. 2013).
A way I could use IK/CR to improve my practice is by using the component Digital decolonisation.
Although educating myself and bringing what I've learnt into my teaching content is important, as a
pakeha it is still my responsibility to bring in resources made by and for people of different cultures to
ensure they are executed correctly. It is vital my students are surrounded by familiarity and diversity.
Examples of how to use digital decolonisation in the classroom are games, stories, websites, songs or any resources that challenge colonisation or give cultural information.(Ferguson, R, 2019)
Using these digital resources in the classroom would be a good opportunity to observe/be involved in the
children's learning by listening, questioning and prompting the students to talk about what they already know
about their culture/what they are learning. Digital decolonisation is a perfect example of how I could merge
play-based learning with being culturally responsive as I could have a variety of activities set up for students to
choose where they would like to go e.g. decolonisation themed games on the ipads, a culturally responsive story
on the class TV and a variety of Cultural activities set up. This would be a good way to integrate PBL,
digital technologies, collaboration and culturally inclusive learning.
Although educating myself and bringing what I've learnt into my teaching content is important, as a
pakeha it is still my responsibility to bring in resources made by and for people of different cultures to
ensure they are executed correctly. It is vital my students are surrounded by familiarity and diversity.
Examples of how to use digital decolonisation in the classroom are games, stories, websites, songs or any resources that challenge colonisation or give cultural information.(Ferguson, R, 2019)
Using these digital resources in the classroom would be a good opportunity to observe/be involved in the
children's learning by listening, questioning and prompting the students to talk about what they already know
about their culture/what they are learning. Digital decolonisation is a perfect example of how I could merge
play-based learning with being culturally responsive as I could have a variety of activities set up for students to
choose where they would like to go e.g. decolonisation themed games on the ipads, a culturally responsive story
on the class TV and a variety of Cultural activities set up. This would be a good way to integrate PBL,
digital technologies, collaboration and culturally inclusive learning.
Without indigenous knowledge or Culturally responsive pedagogy I do not think that PBL would be
successful as one of the main aspects of it is students feeling comfortable in their environment with a
sense of ownership, another vital aspect as Vygotsky has mentioned is collaboration, positive peer
interactions and engagement (Bodrova, E,. 2008).
successful as one of the main aspects of it is students feeling comfortable in their environment with a
sense of ownership, another vital aspect as Vygotsky has mentioned is collaboration, positive peer
interactions and engagement (Bodrova, E,. 2008).
References
Bodrova, E,. 2008. Make‐believe play versus academic skills: a Vygotskian approach to today’s dilemma of early childhood education
Ferguson, R. Review of Allison Littlejohn and Nina Hood (2018). Reconceptualising learning in the digital age:
The [un]democratising potential of MOOCs. Postdigit Sci Educ 1, 569–572 (2019). https://doi.org/10.1007/s42438-019-00064-9
The [un]democratising potential of MOOCs. Postdigit Sci Educ 1, 569–572 (2019). https://doi.org/10.1007/s42438-019-00064-9
Hernandez, Cecilia M.; Morales, Amanda; and Shroyer, Gail,
"The development of a model of culturally responsive science and mathematics teaching" (2013).
Faculty Publications: Department of Teaching, Learning and Teacher Education. 279.
Retrieved from: https://digitalcommons.unl.edu/teachlearnfacpub/279
"The development of a model of culturally responsive science and mathematics teaching" (2013).
Faculty Publications: Department of Teaching, Learning and Teacher Education. 279.
Retrieved from: https://digitalcommons.unl.edu/teachlearnfacpub/279
DOI 10.1007/s11422-013-9544-1
Samuels, A. J. (2018). Exploring Culturally Responsive Pedagogy: Teachers' Perspectives on Fostering Equitable and Inclusive Classrooms.
SRATE Journal, 27(1), 22-30.
SRATE Journal, 27(1), 22-30.
Unicef,. (2018). Learning through play Strengthening learning through play in early childhood education programmes.
Retrieved from: https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf
Retrieved from: https://www.unicef.org/sites/default/files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf
Milne, A. 2009, Colouring in the White Spaces: Cultural Identity and Learning in School.
Retrieved from https://static1.squarespace.com/static/57438b77f699bbfae400bbca/t/5750ead5f850827880ea8e39/1464920802604/Colouring+in+the+White+Spaces_+Cultural+Identity+and+Learning+in+School.pdf
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