The evolving passage of culturally responsive pedagogies: Restlessness, resoluteness, and reason
Presenter: Professor Angus Macfarlane, University of Canterbury
Abstract
The transcendental pathway of cultural responsiveness in education emerges out of deliberations from early thinkers’ restlessness. These early thinkers pushed back on the cultural dominance of some and championed the assertion that education should be a liberating force, and empower the oppressed as central actors in their autonomy. Later, almost like a second wave, other scholars followed with a focus on culturally relevant and culturally responsive teaching, and more recently developed a vision for culturally sustaining pedagogy, an approach that takes into account the many ways learners’ identity and culture evolve. Around the same time as this second wave, Māori and bicultural educators in Aotearoa had forsaken restlessness for resoluteness. They sought to initiate both processes and outcomes in which researchers, service users, and educational practitioners collectively engage in a negotiated process of making culture count in early childhood centres, kura, and schools. This presentation will revisit the terrain marked out by these early and recent icons, but will not dwell there. The presentation will reposition the emphasis, like Graham Nuthall did, toward reason – that is, that teachers have to transform transfers of knowledge into a real act of knowing. To do this, teachers must reason that connecting to the culture of the learners, is paramount. The thrust of the presentation will turn to the culturally-grounded research which have contributed to the creation of compelling frameworks and models that offer teachers confidence and confidence in their everyday professional practice alongside Māori learners.
About Professor Macfarlane:
Angus Hikairo Macfarlane (Ngāti Whakāue) is a Professor of Māori Research at the University of Canterbury (UC) in Christchurch. He is also the Director of the UC Māori Research Laboratory (Te Rū Rangahau) and Co-Director of the UC Child Wellbeing Institute. His research focuses on exploring Indigenous and sociocultural imperatives that influence education and psychology, his most proximal disciplines. Avid about Indigenous advancement, he has pioneered several theoretical frameworks associated with culturally-responsive approaches for professionals working across the research communities. Professor Macfarlane’s prolific publication portfolio and exemplary teaching abilities have earned him national and international standing in his field of scholarship including the recent 2019 election to the prestigious Fellowship of the Royal Society of New Zealand Te Apārangi.
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