Mind Lab - Week 22 - Consider Your Context (Learn)
PROFESSIONAL LEARNING
Critically examine how my own assumptions and beliefs, including cultural
beliefs, impact on practice and the achievement of learners with different
abilities and needs, backgrounds, genders, identities, languages, and cultures.
PROFESSIONAL RELATIONSHIPS
Engage in reciprocal, collaborative learning-focused relationships with:
– learners, families and whānau
– teaching colleagues, support staff and other professionals
– agencies, groups and individuals in the community
Research Ethics
The Key Principles of Research Ethics
Here are some key principles summarised from the New Zealand Association for Research in Education Ethical Guidelines (NZARE, 2010) :
- Seek at all times to avoid harm and do good.
- The rights and welfare of learners, research participants, and the public should take precedence over the researcher's self-interest.
- Have a specific duty of care to research participants: to avoid unnecessary anxiety or harm to participants, groups or communities by the research procedures that are used, by the details in the research reports, or as a consequence of participating in the research.
- Give participants a clear description of why the research is being undertaken, what it involves, how it will be reported, and the extent of public availability before participants make a decision about their involvement in a project. Their consent to being involved should then be sought without undue pressure or persuasion and they should have the right to withdraw at any time.
- Consider the capacity of each potential participant to give consent or assent to participate. In research that involves young children, parents or caregivers also need to be asked for their consent.
- Store confidential information securely and anonymise whenever practicable. Keep individual information or private matters strictly confidential.
- Make sure that the participants’ educational progress is not hindered when research projects take time away from regular teaching and learning activities.
- Give a report of research findings to participants to enable them to benefit, directly or indirectly, from their willingness to facilitate the research exercise (NZARE, 2010).
From Ethics in Educational Research (Tanaka & Wang, 2004)
- protection from harm
- confidentiality
- minimize deception
- Tino Rangatiratanga - The Principle of Self-determination (Week 18 & 19)
- Taonga Tuku Iho - The Principle of Cultural Aspiration (Week 18 & 23)
- Ako Māori - The Principle of Culturally Preferred Pedagogy (Week 19 and 23)
- Kia piki ake i ngā raruraru o te kāinga - The Principle of Socio-Economic Mediation (Week 22)
- Whānau - The Principle of Extended Family Structure (Week 20 & 21)
- Kaupapa - The Principle of Collective Philosophy (Week 20)
To enhance our understanding of these principles and their application, there are publications from New Zealand Council for Educational Research (NZCER). You may wish to revisit Indigenous epistemology in a national curriculum framework?” (MacFarlane, Glynn, Grace, Penetito & Bateman, 2008) (supplementary) about the key competencies and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview.
Whānau - the extended family structure principle
The whānau and the practice of whanaungatanga (family connectedness) is an integral part of Māori identity and culture. The cultural values, customs and practices that organise around the whānau and collective responsibility are a necessary part of Māori survival and achievement. There are many examples where the principle of whānau and whānaungatanga come to the foreground as a necessary ingredient for Māori education, Māori health, Māori justice and Māori prosperity.
Whakawhanaungatanga - Learning within and through the contexts of everyday human interaction. Learning to take responsibility for supporting and caring for others. (collaborative learning)
As an example, this week's class notes look at the Whānau - the family structure principle and the question that you can consider is:
To what extent will the students’ whānau be involved in the inquiry?
Family like relationships through collaborative groupings. Make groups and keep the same - although one group could be more able and teach other groups. Collective responsibility. No one left behind (relationships value)
Ako - the culturally preferred pedagogy principle This principle promotes teaching and learning practices that are unique to tikanga Māori (custom). There is also an acknowledgment of ‘borrowed’ pedagogies in that Māori are able to choose their own preferred pedagogies. Rangimarie Rose Pere writes in some depth on key elements in Māori pedagogy. In her publication Ako she provides expansive discussion regarding tïkanga Māori concepts and their application to Māori pedagogies.
AKO - A teaching and learning relationship
In te ao Māori, the concept of ako means both to teach and to learn. It recognises the knowledge that both teachers and learners bring to learning interactions, and it acknowledges the way that new knowledge and understandings can grow out of shared learning experiences. This powerful concept has been supported by educational research showing that when teachers facilitate reciprocal teaching and learning roles in their classrooms, students’ achievement improves (Alton-Lee, 2003).
Ako - a teaching and learning relationship: How is your hunch different from (or similar to) the literature regarding the perspectives of people other than the teachers on the area of focus?
Ako - a teaching and learning relationship: In what way would you learn back from the students and/or whanau about the pedagogy to be implemented through the gathered data and data collection process?
Collaborative groups - learning from each other, leaning from group to group. Also acknowledging what kids bring to the session - using those who have done some robotics
Tino Rangatiratanga - the self-determination principle
The principle of tino rangatiratanga has been discussed in terms of mana motuhake, sovereignty and self-determination. Tino rangatiratanga is about having meaningful control over one’s own life and cultural well-being. This principle is embedded in the Treaty of Waitangi. In signing this Treaty in 1840 the sovereign chiefs of Aotearoa New Zealand sought to protect their taken-for-granted, sovereign rights into the future.
Being able to make choices over what they do and how they learn.
How could the principle of Tino Rangatiratanga (Self-determination) be applied to your inquiry topic and area of focus, for example, how can growth mindset be nurtured in digital and collaborative learning environment?
Tino Rangatiratanga - the self-determination principle: To what extent is your hunch different from (or similar to) the literature in how the area of focus helps the students/whānau to get meaningful control over the student’s learning and cultural well-being?
Student agency - make choices over what do and how learn. Control over getting from where you are to where you need to be - take ownership - cognitive engagement.
Now it is the time to integrate your thoughts into your Action Plan by answering some questions such as:
How would you apply a Kaupapa Māori approach to knowledge gathering? - Learner profile - acknowledge the learning that students come with. Value information. Info from parents about their children as learners.
How would you apply a Kaupapa Māori approach in developing your research questions? - ako new knowledge and understandings can grow out of shared learning experiences, reciprocal teaching and learning roles in their classrooms
How would you apply a Kaupapa Māori approach to identifying community priorities, plan data collection, or put your plan into action? - Asking them for information - Learner profile, building and maintaining relationships, ako, student agency - identify what you know, what you need ot learn and how you will learn it - community priorities
Comments
Post a Comment