Exploring culturally sustaining practice for indigenous learners in initial teacher education in Aotearoa New Zealand
DOI:
https://doi.org/10.37853/pqe.e202014Resumo
Culturally sustaining practices are advocated for enhancing learning experiences of Indigenous learners. Developing the use of culturally sustaining practice is challenging, in part as many educators do not have Indigenous heritage and have not themselves experienced such teaching. Here we discuss an investigation into how we develop student teacher understanding of practice culturally sustaining for Indigenous Māori learners in our initial mathematics teacher education courses. We show how a four-dimension framework (accommodation, reformation, transformation, and representation) can expose strengths and opportunities for improvement in course content and approaches towards developing culturally sustaining practices. Factors considered include education policy, resources, course development and content. Affordances (e.g., ease of use) and challenges (e.g., contextal factors) of using the framework are discussed. We demonstrate that the framework can be a useful tool for teacher educators working to strengthen their focus on developing culturally sustaining teacher practice to enhance educational opportunities of Indigenous learners.
Keywords: Initial teacher education. Indigenous. mathematics education. Culturally sustaining practice.
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Referências
Ajayi, L. (2017). Preservice teachers' perspectives on their preparation for social justice teaching. The Educational Forum, 81(1), 52-67. doi:10.1080/00131725.2016.1242677.
Averill, R. (2012). Caring teaching practices in multiethnic mathematics classrooms: Attending to health and well-being. Mathematics Education Research Journal, 24(2), 105-128. doi:10.1007/s13394-011-0028-x.
Averill, R. & McRae, H. (2019). A framework for evaluating initial mathematics teacher education towards enhancing culturally responsive and sustaining practice. The Educational Forum, Special Issue, 83, 1-14. doi: 10.1080/00131725.2019.1599657.
Averill, R., Anderson, D. & Drake, M. (2015). Developing culturally responsive teaching through professional noticing within teacher educator modelling. Mathematics Teacher Education and Development, Special Issue, 17(2), 64-83.
Averill, R., Anderson, D., Easton, H., TeMaro, P., Smith, D. & Hynds, A. (2009). Culturally responsive teaching: Three models from linked studies. Journal for Research in Mathematics Education, 40(2), 157-186.
Bateson, G. (2000). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution and epistemology. Chicago, IL: University of Chicago Press.
Berryman, M., Lawrence, D. & Lamont, R. (2018). Cultural relationships for responsive pedagogy. Set: Research Information for Teachers, 1, 3-10.
Bishop, R. & Berryman, M. (2006). Culture speaks. Wellington, Aotearoa New Zealand: Huia Publishers.
Durie, M. (1994). Whaiaora-Māori health development. Auckland, Aotearoa New Zealand: Oxford University Press.
Education Council. (2017). Our code our standards. Ngā tikanga matatikaNgāpaerewa. Wellington, Aotearoa New Zealand: Author.
Education Review Office. (2017). Newly graduated teachers: Preparation and confidence to teach. Wellington, Aotearoa New Zealand: Author.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice, (2nd ed.). New York, NY: Teachers College Press.
Hall, C. & Kidman, J. (2004). Teaching and learning: Mapping the contextual influences. International Education Journal, 5(3), 331-343. https://files.eric.ed.gov/fulltext/EJ903858.pdf.
Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C. & Feldman, A. (2014). Culturally responsive pedagogy in higher education: A collaborative self-study. Studying Teacher Education, 10(3), 290-312. doi: 10.1080/17425964.2014.958072.
Hernandez, C., & Shroyer, M. G. (2017). The use of culturally responsive teaching strategies among Latina/o student teaching interns during science and mathematics instruction of CLD students. Journal of Science Teacher Education, 28(4), 367-387. doi: 10.1080/1046560X.2017.1343605.
Hynds, A., Averill, R., Hindle, R. & Meyer, L. (2017). School expectation and student aspirations: The influence of schools and teachers on indigenous secondary students. Ethnicities, 17(4), 546-573. doi: 10.1177/1468796816666590.
Klenowski, V. (2009). Australian Indigenous students: Addressing equity issues in assessment. Teaching Education, 20(1), 77-93. doi:10.1080/10476210802681741.
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children, (2nd ed.). San Francisco, CA: Jossey-Bass.
Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundations in preservice teacher education. Theory into Practice, 52, 98-109. doi: 10.1080/00405841.2013.770327.
McCarty, T., & Lee, T. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84(1), 101-124. doi: 10.17763/haer.84.1.q83746nl5pj34216.
McRae, H., & Averill, R. (2019). Ensuring Māori student success and inclusion of teaō Māori through initial teacher education. New Zealand Annual Review of Education, 24, 160-176.doi: 10.26686/nzaroe.v24i0.6336.
Meaney, T. & Trinick, T. (2014). Indigenous students in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education, (pp. 286-289). Dordrecht: Springer.
Ministry of Education. (2011). Tātaiako. Cultural competencies for teachers of Māori learners. Wellington, Aotearoa New Zealand: Ministry of Education. https://educationcouncil.org.nz/sites/default/files/Tataiako_0.pdf.
Office of the Auditor General. (2012). Education for Māori: Context for our proposed audit work until 2017.
Wellington, Aotearoa New Zealand: Author. https://oag.govt.nz/2012/education-for-maori/docs/education-for-maori.pdf.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology and practice. Educational Researcher, 41(3), 93-97. doi:10.3102/0013189X12441244.
Paris, D., & Samy Alim, H. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85-100. doi:10.17763/haer.84.1.982l873k2ht16m77.
Penetito, W. (2010). What’s Māori about Māori education?: The struggle for a meaningful context. Wellington, Aotearoa New Zealand: Victoria University Press.
Renert, M. (2011). Mathematics for life: Sustainable mathematics education. For the Learning of Mathematics, 31(1), 20-26.
Ritchie, J., Skerrett, M. & Rau, C. (2014). Kei tuaite awe māpara: Countercolonial unveiling of neoliberal discourses in Aotearoa Aotearoa New Zealand. International Review of Qualitative Research, 7(1), 111-129. doi:10.1525/irqr.2014.7.1.111.
Saunders, K., Averill, R., & McRae, H. (2018). “I can’t wait to get to maths”: Ako in mathematics teaching and learning. Set: Research Information for Teachers, 1, 11-18.
Siwatu, K. O. (2011). Preservice teachers’ culturally responsive teaching self-efficacy-forming experiences: A mixed methods study. The Journal of Educational Research, 104(5), 360-369. doi: 10.1080/00220671.2010.487081.
Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94-106. doi: 10.1177/0022487101052002002.
Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562-584. doi:10.1177/0042085911431472.
Sterling, S. (2004). Sustainable education: Re-visioning learning and change. Foxhole, United Kingdom: Green Books.
TeMaro, P. (2018). Mai ingārā o mua. Dialectical and knowledge-power relations in the interactions of kura and maths education. Unpublished PhD thesis, Massey University.
Trinick, T., Fairhall, U. & Meaney, T. (2016). Cultural and mathematical symmetry in Māori meeting houses (wharenui). Paper presented at the 13th International Congress on Mathematical Education (ICME-13), Hamburg, Germany.
Victoria University of Wellington. (n.d.). Mai iteihokitepae: The strategic outcomes framework 2016-2036. https://www.victoria.ac.nz/maori-at-victoria/rangatiratanga/mai-i-te-iho-ki-te-pae.
Victoria University of Wellington. (2014). Victoria University of Wellington strategic plan. Wellington, Aotearoa New Zealand: Author. https://www.victoria.ac.nz/documents/policy/strategies/strategic-plan.pdf.
Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice? Journal of Teacher Education, 61(3), 248-260. doi:10.1177/0022487109359775.
Averill, R. (2012). Caring teaching practices in multiethnic mathematics classrooms: Attending to health and well-being. Mathematics Education Research Journal, 24(2), 105-128. doi:10.1007/s13394-011-0028-x.
Averill, R. & McRae, H. (2019). A framework for evaluating initial mathematics teacher education towards enhancing culturally responsive and sustaining practice. The Educational Forum, Special Issue, 83, 1-14. doi: 10.1080/00131725.2019.1599657.
Averill, R., Anderson, D. & Drake, M. (2015). Developing culturally responsive teaching through professional noticing within teacher educator modelling. Mathematics Teacher Education and Development, Special Issue, 17(2), 64-83.
Averill, R., Anderson, D., Easton, H., TeMaro, P., Smith, D. & Hynds, A. (2009). Culturally responsive teaching: Three models from linked studies. Journal for Research in Mathematics Education, 40(2), 157-186.
Bateson, G. (2000). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution and epistemology. Chicago, IL: University of Chicago Press.
Berryman, M., Lawrence, D. & Lamont, R. (2018). Cultural relationships for responsive pedagogy. Set: Research Information for Teachers, 1, 3-10.
Bishop, R. & Berryman, M. (2006). Culture speaks. Wellington, Aotearoa New Zealand: Huia Publishers.
Durie, M. (1994). Whaiaora-Māori health development. Auckland, Aotearoa New Zealand: Oxford University Press.
Education Council. (2017). Our code our standards. Ngā tikanga matatikaNgāpaerewa. Wellington, Aotearoa New Zealand: Author.
Education Review Office. (2017). Newly graduated teachers: Preparation and confidence to teach. Wellington, Aotearoa New Zealand: Author.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice, (2nd ed.). New York, NY: Teachers College Press.
Hall, C. & Kidman, J. (2004). Teaching and learning: Mapping the contextual influences. International Education Journal, 5(3), 331-343. https://files.eric.ed.gov/fulltext/EJ903858.pdf.
Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C. & Feldman, A. (2014). Culturally responsive pedagogy in higher education: A collaborative self-study. Studying Teacher Education, 10(3), 290-312. doi: 10.1080/17425964.2014.958072.
Hernandez, C., & Shroyer, M. G. (2017). The use of culturally responsive teaching strategies among Latina/o student teaching interns during science and mathematics instruction of CLD students. Journal of Science Teacher Education, 28(4), 367-387. doi: 10.1080/1046560X.2017.1343605.
Hynds, A., Averill, R., Hindle, R. & Meyer, L. (2017). School expectation and student aspirations: The influence of schools and teachers on indigenous secondary students. Ethnicities, 17(4), 546-573. doi: 10.1177/1468796816666590.
Klenowski, V. (2009). Australian Indigenous students: Addressing equity issues in assessment. Teaching Education, 20(1), 77-93. doi:10.1080/10476210802681741.
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children, (2nd ed.). San Francisco, CA: Jossey-Bass.
Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundations in preservice teacher education. Theory into Practice, 52, 98-109. doi: 10.1080/00405841.2013.770327.
McCarty, T., & Lee, T. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84(1), 101-124. doi: 10.17763/haer.84.1.q83746nl5pj34216.
McRae, H., & Averill, R. (2019). Ensuring Māori student success and inclusion of teaō Māori through initial teacher education. New Zealand Annual Review of Education, 24, 160-176.doi: 10.26686/nzaroe.v24i0.6336.
Meaney, T. & Trinick, T. (2014). Indigenous students in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education, (pp. 286-289). Dordrecht: Springer.
Ministry of Education. (2011). Tātaiako. Cultural competencies for teachers of Māori learners. Wellington, Aotearoa New Zealand: Ministry of Education. https://educationcouncil.org.nz/sites/default/files/Tataiako_0.pdf.
Office of the Auditor General. (2012). Education for Māori: Context for our proposed audit work until 2017.
Wellington, Aotearoa New Zealand: Author. https://oag.govt.nz/2012/education-for-maori/docs/education-for-maori.pdf.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology and practice. Educational Researcher, 41(3), 93-97. doi:10.3102/0013189X12441244.
Paris, D., & Samy Alim, H. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85-100. doi:10.17763/haer.84.1.982l873k2ht16m77.
Penetito, W. (2010). What’s Māori about Māori education?: The struggle for a meaningful context. Wellington, Aotearoa New Zealand: Victoria University Press.
Renert, M. (2011). Mathematics for life: Sustainable mathematics education. For the Learning of Mathematics, 31(1), 20-26.
Ritchie, J., Skerrett, M. & Rau, C. (2014). Kei tuaite awe māpara: Countercolonial unveiling of neoliberal discourses in Aotearoa Aotearoa New Zealand. International Review of Qualitative Research, 7(1), 111-129. doi:10.1525/irqr.2014.7.1.111.
Saunders, K., Averill, R., & McRae, H. (2018). “I can’t wait to get to maths”: Ako in mathematics teaching and learning. Set: Research Information for Teachers, 1, 11-18.
Siwatu, K. O. (2011). Preservice teachers’ culturally responsive teaching self-efficacy-forming experiences: A mixed methods study. The Journal of Educational Research, 104(5), 360-369. doi: 10.1080/00220671.2010.487081.
Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94-106. doi: 10.1177/0022487101052002002.
Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562-584. doi:10.1177/0042085911431472.
Sterling, S. (2004). Sustainable education: Re-visioning learning and change. Foxhole, United Kingdom: Green Books.
TeMaro, P. (2018). Mai ingārā o mua. Dialectical and knowledge-power relations in the interactions of kura and maths education. Unpublished PhD thesis, Massey University.
Trinick, T., Fairhall, U. & Meaney, T. (2016). Cultural and mathematical symmetry in Māori meeting houses (wharenui). Paper presented at the 13th International Congress on Mathematical Education (ICME-13), Hamburg, Germany.
Victoria University of Wellington. (n.d.). Mai iteihokitepae: The strategic outcomes framework 2016-2036. https://www.victoria.ac.nz/maori-at-victoria/rangatiratanga/mai-i-te-iho-ki-te-pae.
Victoria University of Wellington. (2014). Victoria University of Wellington strategic plan. Wellington, Aotearoa New Zealand: Author. https://www.victoria.ac.nz/documents/policy/strategies/strategic-plan.pdf.
Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice? Journal of Teacher Education, 61(3), 248-260. doi:10.1177/0022487109359775.
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2020-05-04
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Averill, R., & McRae, H. (2020). Exploring culturally sustaining practice for indigenous learners in initial teacher education in Aotearoa New Zealand. Pesquisa E Ensino, 1, e202014. https://doi.org/10.37853/pqe.e202014
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