Wero

My star sign is Libra. The scales. Justice, fairness, equality. These values are dear to my heart. So I have been enjoying wrestling with the challenge presented to me via amazing educators Ann Milne, principal of Kia Aroha College, and Deanne Thomas, of CORE Education, to think more about social justice and equity with regards to The Treaty of Waitangi and the success our Maori learners experience in New Zealand schools.

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The Ministry of Education strategy for increasing Maori achievement in schools is called Ka Hikitia and is now supported by the professional learning development of Kia Eke Panuku. These documents refer to Maori enjoying success “as Maori“. But what does this mean?

The highlight for me at ULearn15 was Ann Milne’s presentation entitled: “Leadership and achievement through culturally responsive, critical, social justice pedagogies”. This was exactly the kind of confronting, crunchy learning I love from ULearn. While I can’t say yet I fully understand all of Ann’s talk, nor can I say I necessarily agree with some of the specifics of her message, I can say, totally in line with my word for the year, that the learning was powerful.

In her presentation, Ann unpacked the concept of “as Maori”. She was superbly supported by the action research of her “warrior scholars” who have dived into this morass. Some of the ideas she raised really had an impact on me and resonated with me. I was particularly struck by the idea that learners shouldn’t have to leave their identity at the door – that Maori (and, I would argue, all learners) have the right to an education that affirms who you are. I wonder what I have done as a teacher to support Maori learners in their identity as Maori, and whether I have positioned Maori identity as an asset and as a key to success. I frankly acknowledge that I have a lot to learn about tikanga Maori and te ao Maori, but this is learning I am excited to engage with.

Ann spoke of Kia Aroha College’s “pedagogy of whanau“, which has been fully unpacked to tangibly define it in all, and I mean all, aspects of school life. The question of ‘where’s the whanau in that?’ is a great tool to keep focused on this central vision. It is powerful in its simplicity and complexity.

I can see connections here to the learning I have been doing this year around relationships, where I have come to (re)discover how crucial manaakitanga and whanaungatanga are to me both professionally and personally. And I wonder, building on the session Deanne Thomas facilitated for us 2015 CORE eFellows, how digital technologies/eLearning/future-focused learning might support and enhance tikanga Maori.

Certainly the ideas of shifting the locus of control away from the teacher, allowing greater equity of access to knowledge (but in Te Reo?), and thus learning moving towards being student-centred and personalised, must allow space for relationships to be fostered and nurtured. How else might schools enable Maori learners’ success as Maori? Where’s the whanau in our mainstream schools at present?

He aha te mea nui o te ao?

He aha te mea nui o te ao? 
He tangata! He tangata! He tangata!

What is the most important thing in the world? 
It is people! It is people! It is people!

 Reflecting on my ULearn14 experience, for me the overarching theme of this year’s conference was relationships. Everyone is a learner – teacher and student alike – and all learners should be at the heart of what we do. I could see this message coming through from every speaker I heard:

  • Yoram Harpaz’s keynote argued for three ‘meta-ideologies’ in education. I align myself mostly with ‘individuation’ – the fostering of autonomy and honouring the authenticity of the child.
  • Mark Osbourne’s breakout highlighted to me the learning that teachers can experience in a MLE (Modern Learning Environment) is as powerful as the learning the students can experience.
  • Tom Barrett’s breakout on design thinking: curiosity is the start of everything; it’s about questioning the world
  • Adam Lefstein’s keynote on teacher professional discourse and learning: the kinds of conversations we have as professionals can help or hinder our practice
  • Katie Novak’s UDL keynote: when we host a dinner party, we serve the food we love to eat. In what way do we address others’ dietary needs? We certainly don’t try to fix the diners’ problems; we cater accordingly. This is what UDL asks us to do for our learners.
  • Derek Wenmoth’s breakout: MLP (Modern Learning Practice) requires rethinking content, learners, teaching, learning – we need to be adaptable and flexible
  • Jo Wilson’s breakout: Professional Learning programmes should allow staff to grow into the roles they seek, allow them to be great leaders.
  • Steve Mouldey’s breakout: creativity enables you to create change in the world around you.
  • Quinn Norton’s keynote asked: What’s the MacGuffin of our generation? We probably won’t know until we’re scrambling to catch up, so learning to build relationships is an important future-proofing skill.

I also enjoyed the opportunity to present at ULearn on the staff professional learning I co-lead in my school. Although it was a small (but perfectly formed!) group, it was a satisfying experience. Tuning into myself as we were speaking, I realised how much staff had moved in their skills and that there is a growing appreciation and awareness for the need to embrace future-focused pedagogy. (Presentation here)

Oh, and I got named as a CORE eFellow for 2015. What an amazing, humbling and gratifying moment. I only hope I can do the opportunity justice. I so look forward to the learning to come, and the relationships to be forged with the other eFellows.

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Digital Citizenship

Cue: groan.

This definitely used to be my knee-jerk response to this ‘hot-button’ issue.  In the past few days I have been re-visiting this concept, aided by some really thoughtful blogs which I’ll share further down.

Digital citizenship has been dominated, and almost become entirely synonymous with, cybersafety.  Teachers have thought that essentially we could scare kids into behaving themselves on the Internet.  Hmmm.  That’s worked well.  I would perhaps make an sweeping generalisation and guess that most schools’ Acceptable User Policies (AUPs) have focused primarily on this.  They become akin to a list of ‘do nots’ or commandments, for example: thou shall not take photos without permission; thou shall not use social media on your devices during lesson time; thou shall not bully or harass others online (or off!); thou shall not share passwords or logins with others.

Now, cybersafety is a really important issue and I’m not belittling it at all.  All users of technology and the Internet should follow appropriate codes of practice.  But.  As the video by John Fenaughty below rightly points out, this approach is very much in an ‘old school’ model – lecturing from the top down.  It is a model largely divorced from values/purpose/the ‘why’.

So, just like everything else that I seem to blog about, a shift is needed.  A shift to a broader, more genuine idea of citizenship.  One that not just about laws but about contribution.  Not just about taking but giving.  Not just about obeying but respecting.

This is an idea beautifully explored here by ‘Miss D’.

What often frustrates me with the reading and researching that I do in my quest for future learning is that people are very good about defining and describing, and passionately conveying to me why I should care (and it works – I do!), but not necessarily that good at giving concrete ‘how to’ suggestions.

A ha!  Enter this wonderful blog post by Holly Clark which, I think, offers an excellent, accessible ‘how to’ model.

Ultimately, I agree that we need to adjust the cybersafety lens to incorporate a view of considering our online ‘brand’, our reputation, alongside how to be a positive contributor to the (online) world.  This is a shift that engages in ‘real world’ terms which are accessible and easy to relate to – by learners/ako of all kinds.