The Global Legacy
Edited By Michael Adrian Peters and Tina Besley
Chapter Thirty-Four: Entwining Three Threads: Working Within and Through a Culturally Responsive Pedagogy of Relations
Entwining Three Threads: Working Within and Through a Culturally Responsive Pedagogy of Relations
ITI JOYCE AND DAWN LAWRENCE
Kotahi te kōhao o te ngira e kuhuna ai te miro mā, te miro pango, te miro whero.
There is but one eye of the needle through which passes the white thread, the black thread, the red thread.
Historical failures to address disparities between the academic achievement of Māori and Pākehā (non-Māori) students have had devastating outcomes for Māori in the wider context of New Zealand society. These educational disparities have resulted in generations of Māori being over-represented in negative indices including incarceration, unemployment, and poor health—symptoms of an oppressed people. However, Māori communities are no longer willing to accept that simply being Māori equates to failure and expect schools to be contexts where Māori students can enjoy and achieve education success as Māori. Our stories sit within this context; that of two women, both of whom are graduates of the New Zealand education system, both mothers, teachers and members of the Te Kotahitanga professional development team, but both with different cultural identities: one English and one Māori. For us, the whakataukī (proverb) used above at the opening of this chapter speaks of the way in which Pākehā (te miro mā) ← 529 | 530 → and Māori (te miro pango) can come together in a...
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