Culturally Responsive & Relational Pedagogy video kete

Video 4: Realising academic potential

  • Key Content

    In this clip the teacher reflects on her own learning journey and the changes that she has made to improve outcomes for her Māori learners. The students talk about their experiences of this teacher’s practice and how she has supported them to realise their academic potential:

    • learning, unlearning, re-learning
    • Māori enjoying and achieving educational success as Māori.
  • Things to Think About

    Conversation framework for those new to Kia Eke Panuku:

    1. In changing her practice, what were some of the challenges this teacher identified and how did she overcome them?
    2. Discuss the connections you make between how this teacher is theorising her practice and a culturally responsive and relational pedagogy.
    3. How do your own learning expectations of Maōri students’ academic achievement compare with the teacher in this clip? What evidence could you use to demonstrate this?
    4. What part does critical reflection on practice play in the teaching and learning provided by this teacher? What part does critical reflection play in your own teaching and learning?

    Conversation Framework for Kia Eke Panuku schools:

    1. This teacher talked about considering where power is located in her classroom. Discuss some examples of power-sharing that you observed in her practice. How do you share power with learners in your context and how is this evident?
    2. What have you changed in your own practice as a result of engaging with Kia Eke Panuku? What impact has this had on outcomes for Maōri learners?
    3. As a result of this teacher’s practice, these students have only just come to realise that they can actually be academically successful. This highlights the impact of commonly held beliefs that go unchallenged. In your context, in your role, how do you challenge your own beliefs, and those of others, to ensure that Māori students achieve academic success?

    Conversation Framework for Kia Eke Panuku Strategic Change Leadership teams:

    1. Critical theories require us to consider the status quo and disrupt theorising and practices that perpetuate inequity. In Kia Eke Panuku the Ako: Critical cycle of learning involves engaging in a process of unlearning and re-learning and is the mechanism by which this may be achieved. How have you as a SCLT supported your learners to engage in this process?
    2. This teacher talked about the need to change i.e. she needed to stop some practices and start some new practices. Discuss the changes you are developing in your own practice and across your school context.
    3. As a result of this teacher’s practice, these students have only just come to realise that they can actually be academically successful. They made it clear that this is not the case in all their classes and interactions with teachers. As a SCLT how have you challenged beliefs and practices that prevent Māori learners from realising academic potential? What else might you consider doing?