identity stick & clubhouse
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Future Clubhouses Hui29 October 2008
Ann MilneTe Whanau o Tupuranga
& Clover Park Middle School
Dr Manulani Meyer (2001)
Hawaiian epistemology―…everything I have learned in school, everything I have read in books, every seating arrangement
and response expectation – absolutely everything – has not been shaped by a Hawaiian mind‖.
―Dulled by the guessing game of another culture, still believing that literacy is the best indicator of
intelligence‖
―Always at the short end of a smaller and smaller identity stick‖
SCHOOLAFTER SCHOOL COMPUTER CLUBHOUSE
OBLIGATION CHOICE
STUDENT MEMBER
TEACHER MENTOR
RIGID OPEN-ENDED
ISOLATION COLLABORATION
... So how do we fit ?
Decile 1
Years 7 to 10
Samoan, Tongan, Cook Islands Maori
150 students
Change of status 1995
Decile 1
Years 7 to 13
Designated Character, Maori, Bilingual
180 students
New school 2006
Michael Apple (1999, p.18,19), urges us to …
―constantly hold dominant perspectives and practices — in curriculum, in teaching, in evaluation, in policy, …up to the spotlight of honest, intense, and searching social and cultural criticism.‖
He argues, however, that this spotlight has to be balanced with respect for, and insight into, the reality and daily lives of those under its beam.
Deadline looms for Maori claims
Pacific Island lending at all time high
Tinnie-house Gunfight
Another shopkeeper stabbed
In 2007 Maori students were:• 2.6 times more likely than Pakeha to be stood down • 3.6 times more likely to be suspended• 4.5 times more likely to be frequent truants• 3.2 times more likely to be granted early leaving exemptions
at age 15• 2.8 times more likely to leave school with no qualifications• 2.4 times LESS likely to attain a university entrance qualification
(18.3%) (Education Counts, MOE 2007)
33 still in school13 gained University Entrance
64 are still in school 51 gained University Entrance
100 students born in 1990, living in Manukau in 2007
There would be OUTRAGE and marching to parliament!
There would be DEMAND that this changed NOW!
If we all woke up tomorrow morning and suddenly those
statistics had flipped …
We have to challenge, question and resist the whole concept of going forward into the 21st Century, trying to cling to concepts and learning that came from the past.
So what's the problem and what should be done about it? I think it's to do with the whole idea of academic ability – particular, limited, types of verbal and mathematical reasoning (Sir Ken Robinson, 1999, 2007.
Am I suggesting that academic success is not an important goal? Of course not! Am I suggesting Maori and Pasifika learners should have some alternative, perhaps less rigorous goals? Never!
I am however, suggesting that western academic goals, and academic achievement, without cultural competence and skills fall way short of excellence.
Constructionism and the Clubhouse Constructionism is a learning theory based
on Papert's belief that "better learning will not come from finding better ways for the
teacher to instruct, but from giving the learner better opportunities to
construct"
ConstructioNism
Social Cultural
Sociocultural Constructionism
Individual and community development are reciprocally enhanced by independent and shared constructive activity that is resonant with both the social setting that encompasses a community of learners, as well as the cultural identity of the learners themselves (Pinkett, 2000,2002).
… an asset-based approach to community technology that sees community members as the active producers of community content,
rather than passive consumers or recipients
Constructionism
Social Cultural
Sociocultural Constructionism
Pedagogy• Critical • Social Justice• Culturally located• Bilingual• Integrated• Whanau – connected - relationships
Embedded in all school policy and practice Whanau as the underpinning organisation Students and teachers stay together Staff reflect students’ ethnicities Ethnic groups work together Older/younger students work together
throughout the day Intensive blocks of time Cultural norms, competencies and skills Our kids, not “other people’s children” (Delpit 1999)
1. self (cultural identity, who am I, where do I ‘fit’)
2. their learning (relevance to students’ backgrounds)
3. the teacher (mutual respect, trust, high expectations, support - whanau)
4. other students (positive peer influence & support -whanau)
5. the wider world (critical, emancipatory, anti-racist, tolerant, against prejudice)
6. and a reciprocal relationship between home and school (mutually beneficial, authentic partnership -whanau)
Our two schools believe six relationships are crucial to students’ holistic achievement and engagement in learning (Otero 2002). These are the student’s relationship to:
Unrealised Potential
Unlimited Potential
Global Learning
School LearningSelf Learning
CRITICAL PEDAGOGYSOCIAL JUSTICE
RELATIONSHIPSSelf
Learning Teacher Peers
Wider world Home/School
Special Needs At Risk ESOL
Special Abilities Gifted/Talented
• Cultural knowledge, understanding & competency
• Cutlural norms – living ‘as Maori,’ as Tongan etc
• Home, heritage languages• Identity• Self efficacy / potential• Whanau support• Values / Beliefs• Hauora / Wellbeing• Wairua / Spirituality
Learning is:
integrated – across subject areas and with students’ lives, cultures and realities (Beane, 2005)
negotiated – by students, with teachers
inquiry-based and student-driven – originating in issues of social concern that affect our youth and our communities and ending with the performance of this knowledge to a wide range of audiences
critical – it provides young people with the power and the tools to understand and challenge inequity and injustice and to make change in their lives
whanau-based – it is collective, cooperative, collaborative and reciprocal i.e. learning is shared –you receive it, you share it, you give back to other learners
based in strong relationships – with self, with each other, with teachers, with the learning itself and its relevance, with the world beyond school and between home and school.
culturally located and allows you to live your cultural norms throughout the school day
Developing a strong cultural identity however does not ignore the complex, multiple, shared, and fluid identities our young people navigate both in and beyond school – and that’s the purpose of our green, or global lens.
In order to effectively integrate all these other identities you first have to have a strong sense of self and we see cultural identity as the thread that weaves through, and acts as their compass, in all of the other pathways our young people walk.
Global Learning
School LearningSelf Learning
Computers and cables do not make effective networks
People do
Connections = Relationships of Trust Families to Clubhouse and schools & vice versa Families to history – family digital stories Young people to culture and elders – KaumatuaNet,
young people as mentors for elders, elders as a rich repository of cultural knowledge and languages for youth
Families to resources using advanced technology –economic, health, education
Young people and families to learning Families to their own networks – iwi, home marae, in the
Pacific
WHANAU - Connecting to Social and Cultural Capital
sociocultural constructionism (Pinkett
2000, 2002) – you can’t separate the learner from their context or their cultural identity – so use the assets of the community to actively design and produce content for learning.
Education should be learner-centred, empowering, liberating and grounded in praxis(reflection and action upon the world in order to transform it) (Freire, 1970)
Join the Kapa Haka group and learn some items
Cultural/Social activity
Compose items and design complex choreography – elders as mentors
Constructionism - cultural
Design & make costumes, dying, weaving flax using traditional knowledge
Constructionism – cultural, technological, social - identity
Live-in at the school marae 2 or 3 nights a week to practise
Cultural/Social - Identity
Make a short film about the group’s journey to the competition (Clubhouse)
Constructionism –technological
Gain NCEA credits for your performance & your documentary
Academic learning
Use the stage and your performance and understanding of this knowledge as a platform for protest about social justice issues
Praxis -transformation
Our definition of success and achievement is developing young people who will change the world and the key to that success is giving them
all the tools they need to act as agents of that change.
That means we have to think very differently about the way we deliver learning in our classrooms and about the messages we give our youth about who they are.
The Clubhouse is crucial to that journey.
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