Contexts for Becoming and Belonging
Edited By Mere Berryman, Ann Nevin, Suzanne SooHoo and Therese Ford
Section II: Research about Culturally Responsive Practices That Have Worked Towards Inclusion
s e c t i o n i i Research about Culturally Responsive Practices That Have Worked towards Inclusion c h a p t e r n i n e Cultural and Relational Contexts for Becoming and Belonging mere berryman and paul woller the university of waikato e x p e r i e n c e s o f b e lo n g i n g Mere and Paul come to this research and to this chapter from vastly different places. Mere, a Tu-hoe woman, grew up and was educated in a system that did not value her indigenous cultural knowledge. Within this system she was often made to feel ashamed of who she was and always felt compelled to leave her culture at the school gate in order to succeed at school. Moving from school to become a teacher only served to show her how she was perpetuating the very system she wanted to disrupt. Education for her sons, again perpetuated her own experiences of marginalization and disconnection. Paul, a non-indigenous male was educated in the same system; a system that valued his funds of knowledge more than that of his indigenous counterparts. Paul left school, worked in an abattoir and married a woman of Nga-i Tamara-waho. In this context Paul found himself called on to mediate problems at school for mem- bers of his new, extended family. He began to appreciate the challenge education was affording this particular group of students. A work injury saw Paul...
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