Effective Indigenization of Curriculum in Canada and New Zealand: Towards Culturally Responsive Pedagogies

Edward R Howe,Fiona Te Momo,Shelly Johnson

doi:10.20355/jcie29443

Abstract

In this paper, we critically examine culturally responsive pedagogies in Canada and New Zealand. As each nation has a wide range of government policies and education systems, we focus our investigation on indigenization of teacher education programs at one institution within each cultural context. We are in search of best practices in terms of indigenizing the curriculum and effective ways to facilitate the gradual acculturation of novice teachers. Moreover, we seek to find out how these unique, exemplary programs are responding to calls to action (Truth and Reconciliation Commission in Canada and Ka Hikitia in New Zealand) in light of the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. The New Zealand Maori cultural context provides a mirror for us to reflect on Canada’s curriculum reform efforts to embed Indigenous ways of knowing into teacher education. For, it is teachers who ultimately can lead the way to advancing Indigenous perspectives, reversing decades of assimilation policies, evoking social change, and providing the bridge between government rhetoric and meaningful student learning.

Highlights

The focus of this narrative paper is culturally responsive Indigenous pedagogies at two small-tomid-sized universities situated within regional communities in Canada and Aotearoa New Zealand (NZ)
We investigate how each institution in a particular social, political and cultural context is engaging students with culturally relevant pedagogies to embed Indigenous ways of knowing, being, and doing into curriculum, teaching, and learning
Aotearoa NZ has a diverse population of about 5 million people, of which approximately 16% are Māori, 75% are European, 12% are Asian, 8% are from other Pacific nations, and 1% other ethnicities (Statistics NZ, 2020)

Summary

Introduction

The focus of this narrative paper is culturally responsive Indigenous pedagogies at two small-tomid-sized universities situated within regional communities in Canada and Aotearoa New Zealand (NZ). It shaped my understanding of the differential ways that Indigenous peoples’ lives are affected by intergenerational impacts of Canada’s Indian Residential Schools, the Canadian child welfare system, disconnections from traditional lands and resources, disruption in family and community bonds, public education, and poverty It compelled me into a social work career spanning two and a half decades in BC, along with a determination to practice with authenticity, compassion, and advocacy. The third educational experience that informs my post-secondary researching and teaching occurred when the second Indigenous teacher entered my student life This happened nearly 30 years later, in 2000, during my Master of Social Work program at the University of Northern British Columbia. Its intention is to expose graduate education students to Indigenous research methodologies to improve the ways in which research is undertaken in collaboration with, and for the primary benefit of Indigenous peoples and communities

Indigenous Consciousness and Culturally Responsive Teaching

Culturally Responsive Pedagogies From Across the Pacific

Student Outcomes and Examples

Findings

Final Thoughts