Activity 9: Evaluations of cultural responsiveness in practice

According to the 2013 Census, 25.2 percent of people living in New Zealand were born overseas, and of those the top three countries of birth were England, China and India, respectively. (http://www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-about-national-highlights/cultural-diversity.aspx) As an immigrant myself, I am acutely aware of the life of an immigrant and the need for schools to be culturally responsive and inclusive of not only the overseas born immigrant, but also the indigenous people of New Zealand.

 

As an immigrant I definitely see how New Zealand works to accept and promote the indigenous people of New Zealand, the Maori.  This is very obvious to me coming from Canada where there is a large population of indigenous people, the First Nations people group, who are largely ignored, their culture and language downplayed.  By doing this Canada has missed out on learning about the rich history of these people and showing them that they are valued.  New Zealand definitely does a better job of that, even though some people may not think so.

Our school has a very low Maori/Pasifika population, with most of our students and staff being New Zealand pakeha, other European, and Chinese, so I will be speaking towards that cultural mix more directly than to Maori/Pasifika.

Our school has done very well at welcoming and integrating students and staff from other countries and cultures.  Staff greet students in a variety of languages, numerous maps in classrooms identify students’ country of birth and flags hang in classrooms to symbolise where people come from.  We have also intentionally hired a multi-lingual teacher aide to assist with speaking to and translating documents for our large Asian population.  Gadgets have been added to class and student blogs, as well as our school website, so that parents can read our on-line communications in the language with which they are most comfortable.  

In relation to the Maori language our principal is a fluent Maori speaker and frequently greets the children in Maori or begins assemblies with Maori.  Our school has a very large, active Kapa Haka group, as well, our Music teacher continuously teaches children Maori songs.  Teachers introduce many basic Maori words in the classroom and have displays in Maori around their rooms as well.  Last year one of our theme units was Maori and all the students visited a local marae and enjoyed their inquiry into Maori culture and traditions.

An area that our school could improve on is engaging in school-wide cultural activities in a more intentional way.  I would like to see Chinese New Year, Diwali, and other cultural celebrations taught and celebrated in some way around the school, whether it be individual classes studying and promoting them, or a school wide initiative for each celebration.  Understanding and accepting cultural uniqueness is so very important in this day.  It would be so great to see our school plan for these celebrations and recognise the diversity within our school in a more tangible way.