Culturally Responsive Teaching
In Averill et al.'s article, Culturally Responsive Teaching of Mathematics: Three Models from Linked Studies, they examine 3 models for developing and analyzing culturally responsive teaching in mathematics teacher education. The studies took place in New Zealand, where there is a government treaty that declares the relationship between Europeans and indigenous Maori must be honoured. The studies frequently use the term "biculturalism" in reference to this relationship and the treaty, referring to the Maori and non-Maori islanders..
The Components Model was one in which the lecturers in teacher education included as many bicultural activities, aspects and perspectives as they could in their teaching of the preservice teachers. In the questionnaire the preservice teachers completed, students did recall a large range of perspectives being used, but they also did not recall perspectives that could also be linked to pedagogies common to many cultures. The lecturers felt that by not drawing students attention to the bicultural aspects of the course; some of the specific strategies were lost on the students.
The Holistic Model was one in which the lecturers chose a traditional cultural practice (woven panels called tukutuku) through which cultural components were linked. The lecturers used tukutuku to explore problem solving, algebra, number and measurement. Students also had to make their own model tukutuku to
symbolize and reflect upon their growth as teachers as well as to represent the course content. Students felt that they would not have thought of this type of activity as being related to mathematics before the course and that the tukutuku made them more aware of opportunities to use cultural activities in their classrooms.
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| A tukutuku |
The Principles Model investigated how 3 beginning teachers describe their teaching practice in relation to the requirements of the Treaty of Waitangi's standards of bicultural education. The teachers reported that they were using culturally responsive activities in class and had seen positive results from both Maori and non-Maori students. They supported preservice mathematics courses with a strong emphasis on culture. They all mentioned that their experiences were influenced by the school culture and included challenges such as: time pressure, limited flexibility, lack of resources and students' unfamiliarity with the Maori language. They felt as new teachers, they had to "fit in" at their new school and that there was a lack of support for "new" ideas in mathematics education.
Overall, the researchers concluded that the models could be used independently or in combination. Averill et al. felt the following conditions are needed for effective culturally responsive teaching in mathematics:
1. deep mathematical understanding
2. effective and open relationships
3. cultural knowledge
4. opportunities for flexibility of approach and for implementing change
5. many accessible and non-threatening mathematics learning contexts
6. involvement of a responsive learning community
7. working within a cross-cultural teaching partnership.
What struck me most in this article was how, perhaps due to the treaty being law, bringing the culture of the indigenous people into classrooms is normalized in New Zealand. It made me realize how far behind Canada is in this process, with reconciliation still not complete. Will it ever be? Currently, teachers are lacking resources to bring indigenous culture into the classroom, but hopefully this will improve with time.
In my reading, I thought that the holistic method is likely the one that would be easiest to implement, as it has the most potential in the short term: teachers could be shown and taught indigenous skills or projects that could be brought into the classroom. In addition, if these ideas were shared with preservice teachers and there were indigenous teachers or support at the school level, it could be a positive step forward.
I was saddened that the Components Model was not successful overall, as I would think that this method would be ideal for having culturally responsive mathematics classrooms. When you make your classroom a place where many perspectives are examined, through discussion, activities and projects, is that not a place where great learning can occur? When multiple perspectives are always considered? Perhaps this would not work in New Zealand, as the treaty seems quite specific about Maori culture, but it may work in other countries and create more global classrooms.
Questions:
Which of the models do you think shows the most promise? The authors listed 7 conditions needed for culturally responsive classrooms to be effective. Do you agree with them? Do you think there is anything missing from their list?
As I understand several bicultural activities have been used in Components Model, however, in the Holistic Model a traditional cultural practice has been used. It means the second model uses a practical traditional object to teach various mathematical topics. I suppose, the second model can be most effective because students practically will be involved in mathematics via one aspect (or object) of this culture. These practices make this opportunity for students to completely be familiarized with this part of culture and learn mathematics at the same time. From my point of view, learning new culture is not simple as it shapes during years of experiences. Taking time to learn various mathematical topics means taking time to deeply know and understand this part of culture.
ReplyDeleteYes I am agreed with these conditions that are needed for culturally responsive classrooms to be effective. First of all, the goal is teaching mathematics, so deep mathematical knowledge is required. Secondly, mathematics will be taught in the light of a culture, so deep understanding of this culture is required too. It is difficult to find teachers who have both of these requirements at the same time, so, effective and open relationships among knowledgeable teachers and people who are familiar with the culture is required too. Making this relationship and understanding needs budget and equipment.
However, I believe implementing these models in every culture and country is different from others, so its requirement and condition will be different too. So, although we can learn from other studies and research, when we practically decide to implement these models in our society we need to expect many other unknown elements.
To me it makes sense that the holistic approach is the most accessible for teachers. A specific practice, concept, or art form can provide a centring for cultural education across disciplines. In preservice courses, and teacher professional development, this model can provide examples that can be repeated. I noticed that this method supports drawing math perspectives from Maori culture as opposed to beginning with math and then adding Moari aspects. There was a similar principle discussed in the biting birch bark article.
ReplyDeleteSpecific schools will always vary in terms of their engagement in community and cultural capital of that community regardless of law and policy. I agree with you that the examples of bicultural English-Maori education in New Zealand seems far ahead of Canadian education response to Indigenous culture. I too hope that Canadian schools move significantly towards culturally responsive and decolonizing practices as encouraged by changes in curriculum.
I agree with all the conditions listed for culturally effective classrooms. I think that the opportunities for flexibility of approach and implementing change could be further elaborated or described if it is to be applied to a classroom teacher context. Also, I think there needs to be a recognition of the importance of teacher understanding of their individual cultural identity and values, with opportunities for reflexivity.
I like holistic model the most.The student population of BC's classrooms has changed and will continue to change. One trend is that white students now represent lower percentage of public school enrollment, down each year. Given this change, it is reasonable to suggest a better approach to ease the risk of discrediting students from different cultural background. It is practically challenging as the burden has been carried solely by teachers at this moment.In order to facilitate the practice, I suggest to build an environment everyone is familiar with. Interactive technology-enriched environment can be good start. Given the fact that mobile technologies are nowadays ubiquitous in everyone’s life, there seems little resistance to including the familiar technology in the classroom. Building on newer features such as touchscreens, wireless internet connections, and long battery life, these technologies may pave more paths to mathematical learning in a multicultural classroom.
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