Critically analyse and evaluate the evidence in relation to: What is cultural diversity?
First of all I would like to give a brief introduction to globalisation before defining cultural diversity.
Global Perspective: Its important to mention the 3 types of globalisation: the political co-operation between countries like the United Nations - the social connections through sharing of ideas between and through different countries like globally recognised books, movies, and social media, - the interconnectedness of economic trade and exchange for example technological and natural resources. All 3 of these borderless global markets of globalisation have had positive and negative influences on cultural diversity throughout history and will probably continue well into the future.https://www.tutor2u.net/politics/reference/types-of-globalisation
National Perspective: Taking the global perspective into consideration, globalisation explains why they speak Spanish in the Philippines and Portuguese in Brazil. It’s why two religions from the Middle East, Christianity and Islam, have billions of followers throughout the world. It’s why New Zealand has sheep from the other side of the earth, and why we’ve been selling them right back to the other side of the earth since the 1800s. https://treasury.govt.nz/publications/speech/chances-choices-and-challenges-new-zealands-response-globalisation For Maori in Aotearoa, we have witnessed first-hand the dominion and influence from European colonialism reflected in its ideology, policies and rule. A broad range of material factors such as political, social, economical and non-material factors such as cultural, educational, health and the environmental challenges and opportunities have been multi-faceted.
So what is cultural diversity?
Global Perspective: Cultural diversity in essence is the various indigenous ethnicities involving ancestry, history, language, values and customs residing from different places around the world. The acceptance and positivity of the following (but not exhaustive) vibrant colours of fabrics and materials, culinary delights and the historical richness of ones culture are gifts to the world. Yet in contrast, some customs, religious and superstitious beliefs/activities that may for example cause harm to ones self and/or others can be frightening or at the very least questionable?!
National Perspective: In present Aotearoa, we are truly a multi-cultural society. In our biggest city Auckland, there are over 200 ethnicities and over 150 languages spoken every day. Cultural diversity works in unison with inclusion in parliament, schools, the workplace and our communities. We are still a work in progress overall in some areas but as a nation we have come a long way (compared to other countries) for example, criminalisation involving inequalities in the workplace like pay disparities, to legislation of equal employment opportunities. https://diversityworksnz.org.nz/about-us/
How does it /and how is it going to impact your practice?
Our core values of Success, Manaakitanga (Caring), Alofa (Love), Service and Hanga Whare (Firm Foundations or High Expectations) are what powers our learning at Haeata Community Campus. What then becomes obvious in ākonga and kaiako are the learning principles and character-building dispositions. With these combined, it sets a firm platform for all learning programmes, well-being and achievement.
Along with the aforementioned and strong relationships with a range of educators and well-being team members, means we can meet cultural diversity head-on, simply by making the ākonga the centre of everything. All ākonga have personalised learning plans that support their interests and passions which is available to whanau to view at all times. Support is provided in a number of ways - one to one conferencing, small group support and direct instruction. Schools need to consider whether their inclusive practices encompass valuing the richness and diversity that students of different cultures bring. 2012 report by the Education Review Office
How does effective culturally responsive practice meet the needs of our culturally diverse world?
It's good to see what positive things are happening in schools and their communities around the world in regards to effective culturally responsive practice and apply them or modify them to suit us, if need be. We are not the experts and we don't pretend to be the fountain of knowledge. However, in Aotearoa we are unique and can lead by example when it comes to cultural diversity in relation to our own indigenous people - Maori. It's not a perfect system (because none of us are perfect) but living in a culturally diverse world should mean we get our own back yard sorted first (and in some respects we have). Our response to this as a Kura, is through our cultural narrative, written by Ngai Tahu for the East of Christchurch a central feature in the development of both the physical environment and ongoing learning programmes. Te Reo Māori and Tikanga Māori is valued and emphasised throughout the campus.
Critically analyse and evaluate the evidence in relation to: What is cultural diversity? The journey starts in Hikuawa/Well-Spring (yr0-4), as the start of their learning journey into the school system for English medium ākonga. Then as you enter Kaunuku/Running Waters or Stream (yr5-7) where knowledge or learning is fast paced, exciting, learning new things and so on. Kōrepo/Wetlands or Swamp (yr7-10) then becomes the steady flow of the river where you have a chance to spread out from the stream they have been on, start to absorb a lot of knowledge from characters and/or places, start to develop close and trusting relationships with different characters and discover and explore objects and places that can help them navigate through to Ihutai/Estuary (yr11-13) that begins to mix with the sea, where our ākonga are getting ready to leave our safe harbour and journey out into their own ocean.
By the integration of Kaupapa Māori concepts (Māori values and philosophy) and Te Reo Māori (Māori language) supports cultural, linguistic, social, and environmental diversity and enables ALL peoples of Aotearoa, New Zealand to weave their perspectives, values, cultures, and languages into the early learning setting.
Is diversity in the classroom a challenge or an opportunity?
Starting at a new school can be daunting and an overwhelming experience for many ākonga for many reasons. It's certainly a reality if you belong to a minority cultural group going into a dominant one. The colour of your skin, your language and accent, your cultural and spiritual beliefs (if any) are just a few of the potential challenges you have to deal with and thats before you even get to the learning and social interactions within the classroom!
However, there is the flip-side where cultural diversity can be an opportunity to showcase your unique talents, strengths, skills and experiences in learning programmes and social interactions where you become an accepted and valuable member of the class. The diverse mix of learners can potentially enrich each other’s world through their unique cultures and sense making. Learners need the ability to work with a diversity of people — because the changing global environment requires us to engage with people from many different backgrounds and world views — and to work with a diversity of ideas to solve increasingly complex, real-world challenges. https://www.ero.govt.nz/publications/responding-to-language-diversity-in auckland/addressing-cultural-and-linguistic-diversity/
*One of our foundational students from Haeata yr12
How do you lead culturally responsive pedagogy?
What drives your leaders will drive your pedagogy: At Haeata its our core values, principles and strategies for learning, and character-building dispositions and that learners are at the heart of it all. This will determine how well you lead a culturally responsive pedagogy. If the learner is at the heart of it all then their learning programme needs to be personalised. Children and teenagers learn at different rates and they are interested and passionate about different things and thats where we support learners with a personalised plan so ALL learners can be successful. Parsons & Beauchamp (2012) argue that for real world learning context to take place, there needs to be a joint mindset change when it comes to learning from people, where learners are at the centre. Furthermore, true learning communities include parents, caregivers, friends, community groups and organisations. When all of these groups are included, schools have a chance of becoming really effective learning communities.
Getting to know your learners means you know how they learn. When you are designing their personalised plan with them and with major stakeholders, then you'll be responsive to their academic, physical, emotional, social and cultural needs.
Parsons, J. & Beauchamp, L. (2012). From Knowledge to Action: Shaping the Future of Curriculum Development in Alberta. Alberta, Canada: Retrieved from https://open.alberta.ca/dataset/bc0bd7df-2bfe-4b8b-8af0-db19b17a7721/resource/5f11d83e-3074-408b-bff7-bcc27987864a/download/5976960-2012-From-Knowledge-Action- Curriculum-Development-Alberta.pdf
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