Contexts for Becoming and Belonging
Edited By Mere Berryman, Ann Nevin, Suzanne SooHoo and Therese Ford
Section I: The Changing Experiences, Policies, and Systems Supporting Students with Disabilities
The Changing Experiences, Policies, and Systems Supporting Students with Disabilities s e c t i o n i c h a p t e r t w o Culturally Responsive Inclusion On Whose Terms? ted glynn faculty of education university of waikato e x p e r i e n c e s o f b e lo n g i n g From a background of research and teaching in education at three New Zealand universities, I have recently explored the exciting field of culturally responsive and relationships-based pedagogy. I am fascinated by how much this field has deep- ened my understanding of Inclusive Education practice. Previously I have seen Ma-ori students, and other students from minoritized cultural backgrounds, en- counter many unneeded learning and behavioral challenges in mainstream class- rooms and schools that operate according to the values and beliefs and practices of one dominant (Western European) culture. This is not effective inclusion. This is saying you are included, but only on terms that we prescribe. However, I have expe- rienced many effective Ma-ori-initiated special education (learning and behavior) programs and projects where I have been privileged to be included. In these ex- amples I found that schools afforded a degree of agency and control to Ma-ori students, wha-nau and communities, so that Ma-ori values and cultural preferences were able to permeate school programs and practices. Successful educational out- comes were achieved for Ma-ori students and their communities. Teachers and school leaders learned a great deal about the...
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