Mere Berryman, Suzanne SooHoo, Ann Nevin, Te Arani Barrett, Therese Ford, Debora Joy Nodelman, Norma Valenzuela and Anna Wilson
The purpose of this paper is to describe culturally responsive methodology as a way to develop researchers. The aims is to illuminate the dimensions of culturally responsive…
Abstract
Purpose
The purpose of this paper is to describe culturally responsive methodology as a way to develop researchers. The aims is to illuminate the dimensions of culturally responsive methodology such as cultural and epistemological pluralism, deconstruction of Western colonial traditions of research, and primacy of relationships within culturally responsive dialogic encounters. An overarching question is: “How can we maintain the original integrity of both participants and researchers and their respective cultures and co-construct at the same time something new?”.
Design/methodology/approach
Five case study narratives are described in order for readers to understand the range and types of studies that have been undertaken within a culturally responsive framework. The contributors represent emerging as well as veteran researchers, Indigenous as well as non-Indigenous cultures, practitioners (i.e. teachers in the school systems) as well as teacher educators (i.e. that is teachers within colleges and universities).
Findings
The major issues raised in this paper (knowing one's self and being willing to develop new methodologies) can help to inform those who aspire to research “with” rather than “on” Others.
Originality/value
This paper offers an ontology that is not framed from western traditions. Using reflexivity, criticality, and other epistemological links, the authors show methodological negotiators who invent, craft, personalize, and navigate their methodology and methods specific to the context and participants with whom they are working. They challenge unexamined assumptions in research methods. It is hoped that this paper can contribute a more respectful and humble way of working with all peoples.
Details
Keywords
Mere Berryman, Suzanne SooHoo and Paul Woller
Te Kotahitanga is a New Zealand school reform project aimed at improving the educational achievement of indigenous Māori students and intended to reduce the disparities of this…
Abstract
Te Kotahitanga is a New Zealand school reform project aimed at improving the educational achievement of indigenous Māori students and intended to reduce the disparities of this traditionally marginalized group of students. In these schools, an iterative, research, and development model is used to implement an Effective Teaching Profile. This profile, constructed from the experiences and discourses of Māori students, calls for teachers to implement a culturally responsive pedagogy of relations. This chapter briefly backgrounds the Te Kotahitanga reform, introduces the elements of the Effective Teaching Profile and the implementation model, and then provides an in-depth look at the pedagogical theorizing and practice of three, quite diverse teachers in one Te Kotahitanga school. Through on-going in-school implementation processes, these teachers now stand out as pedagogic leaders in this school. One teacher participates as a colearner, carefully crafting lessons toward students’ prior knowledge and experiences and maximizing students’ culture and love of music in the teaching of social studies. Another uses the physical environment and daily circle talk to access students’ voices, thus creating a community of learners. The third teacher establishes clear routines and high expectations of learners who contribute as both learners and teachers. Pedagogical leadership such as this is modeling school reform at the classroom level, promoting staff collaboration, and contributing to marked changes in Māori student participation and achievement.