My beliefs around indigenous knowledge and cultural responsiveness are summed up in the word RESPECT. I believe it is my job to provide a successful, supportive, learning environment for all students no matter what ethnicity. One that recognises, reflects and validates their history, and culture, in the classroom curriculum.
Teaching and living at Dilworth for the past twenty years has meant I have been immersed in a diverse multicultural community. Dilworth school is made up of 25% NZ European/Pākehā students, with the balance of students being made of Maori students (26%) and Pacifica students. According to the latest ERO report Maōri and Pacific students are achieving particularly well in comparison to all students nationally at all levels of NCEA, and in University Entrance. One hundred percent of students stay at school engaged in learning past their 17th birthday. The reason for this is, Dilworth provides a boarding environment that successfully supports, educates, and cares for their students and works collaboratively with their whanua.
Dilworth School is committed to the Treaty of Waitangi that protects Māori learners' rights to achieve true citizenship through gaining a range of skills and knowledge, as well as protecting te reo Māori as a taonga. All boys from Year 7 -13 receive weekly instruction in te reo Māori and teachers support the culturally responsive pedagogies outlined in Te Kete Ipurangi
• Manaakitanga - trust plays a big role in the community as every boy is trusted to the twenty-four-seven wrap-round care for each individual, that is Dilworth.
• Whanaungatanga - high expectations
• Ako - all teachers and students are learners and reciprocate knowledge and experiences
• Tino Rangatiratanga - students are given opportunities of self empowerment
• Tangata Whenuatanga - students develop a strong cultural identity, through the curriculum, and cultural and social activities
Dilworth’s School vision, mission, core values, and beliefs supporting indigenous knowledge and cultural responsiveness are exemplified in the video, ‘The Dilworth Effect’.
In this video the term, ‘Band of Brothers’ is used. This sums up the way the boys respond to the respect they have for each other and the respect they have for the school.
Probably, one of the most challenging tasks for our school because of its unique nature as a full boarding school, has been to increase the involvement of parents, families and communities in supporting their students' and the school's activities. Boys are dropped at school on Sunday night and often this is the last contact they have with their parents until Friday afternoon or Saturday morning.
One of the goals of the Pasifika education plan 2013–2017 , is for Pasifika parents, families and communities to engage with schools in supporting their children’s learning. For this reason we encourage parents and families to attend attend chapel services, reward assemblies, boarding house functions, sports events, music and cultural events. Boys are involved in Kapa Haka and Pasifica competitions and parental expertise is welcomed. In the classroom boys have just begun to share their learning with their families on the digital portfolio ‘Seasaw’. This has promoted very positive feedback for the students, teachers and also the parents.
Dilworth School has a rich cultural identity that celebrates the many cultures reflected in its community.
Websites
https://www.youtube.com/watch?v=bmlaKUnZI6E
http://seniorsecondary.tki.org.nz/The-arts/Pedagogy/Culturally-responsive-learning-environments
http://seniorsecondary.tki.org.nz/The-arts/Pedagogy/Culturally-responsive-learning-environments
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