Cultural capability professional learning
Cultural capability is vital for giving all students the chance to do their best.
What is cultural capability?
Each learner is culturally-located. In the learning process, their culture, language and identities need to be affirmed and amplified.
Educators need to be culturally responsive and take action to amplify the views of those and their communities who have been marginalised. Cultural capability is one of the national professional learning priorities.
A focus on cultural capability will allow you to:
- gather feedback to shape your practice and plans
- enact Te Tiriti o Waitangi through growing educationally powerful relationships for learning with parents and whānau, hāpori Māori, hapū and iwi
- strengthen your knowledge, including theory, research and real-life examples
- include and value te ao Māori and multiple cultural perspectives
- recognise diversity – including culture, gender, sexuality, and ability
- reduce disparity for all ākonga, particularly those on the margins
- encourage ākonga, their whānau, and hapū and iwi to help build rich and relevant contexts for learning.
Building learning focused relationships is strengthened when we know and respect our learners, ahakoa ko wai, ahakoa nō whea.
Our consultants can help raise your awareness, and to build fruitful partnerships with ākonga and their communities.
In particular, we will work with you to:
- understand the aspirations of your kura or school, of ākonga and their whānau, of communities and hapū and iwi
- identify what needs to improve
- integrate knowledge that has been marginalised
- integrate mātauranga Māori into programmes of learning and NCEA practice
- establish partnerships with iwi partners as part of localised curriculum
- coach leaders and teachers
- foster leadership
- track your progress.
Customised support No two kura, school or kāhui ako are the same. We’ll tailor a plan to your needs and budget.
Informed by research and practice We draw on our knowledge of educational policy and practice. Key documents include Tatāiako, Tapasā, and the Ministry of Education’s Learning Support Action Plan 2019-2025https://conversation.education.govt.nz/conversations/learning-support-action-plan/ .
Inquiry driven We use a pakirehua | teaching as inquiry approach to grow and improve teacher capability.
Evaluative We devise markers of success, to check progress, with you.
