Culturally Responsive Models for Engagement (NZ)
As mentioned in the previous section, culturally responsive practice requires more than just individual staff members being culturally responsive – although that is a great starting point. Rather, the context of the broader system of work should be conducive and aligned to culturally responsive principles in order to nurture and support culturally responsive practices, and increase the effectiveness of the engagement.
In this section we will look at a few frameworks across education and health that support culturally responsive practice from various disciplines that may resonate in whole or part with your own context.
Education
In New Zealand, the Ministry of Education released a Maori Education Strategy and Pacific Education Action to build a culturally-responsive framework to consolidate and build on what was working well for these cohorts of learners, and to raise the levels of achievement.
As mentioned earlier, in New Zealand the Maori population are tangata whenua or the traditional custodians of the land and have a direct treaty (Treaty of Waitangi/ Te Tiriti o Waitangi) – and on this basis right and proper basis, Pacific peoples are kept separate in terms of government and community initiatives and strategies (notwithstanding that there are many that are done in collaboration too, by mutual consent).
The Ka Hikitia – the Maori education strategy and the Action Plan for Pacific Education 2020-2030 are wide-ranging, spanning the life of the student (from O-16+ years). Both acknowledge[s] the importance of fostering security and confidence in [their] cultural identities[,] and are underpinned by the principles of ‘teu le va’ – meaning they were the result of collaborating with learners, families, and the wider community.
The Ka Hikitia strategy outlines system shifts that will support Māori learners to achieve excellent and equitable outcomes and provides an organising framework for the requiredactions . The framework has five outcome domains:
- Te Whānau: Education provision responds to learners within the context of their whānau
- Te Tangata: Māori are free from racism, discrimination and stigma in education
- Te Kanorautanga: Māori are diverse and need to be understood in the context of their diverse aspirations and lived experiences
- Te Tuakiritanga: Identity, language and culture matter for Māori learners
- Te Rangatiratanga: Māori exercise their authority and agency in education.
Similarly, the proposed strategy for Pacific peoples advocates for system shifts. Take a look at it here. You’ll see that Pasifika learners, families and communities are at the core of the plan – this reflects the relational being concept we discussed earlier – Pasifika peoples do not see themselves as individuals, so any strategy must be all-encompassing of their meaningful relationships in order to succeed. The plan is underpinned by Pasifika values, principles, and protocols – some of which are incongruent with Western governance (e.g. spirituality).
Two further points we would like to make are these: the approaches are strengths-based. Secondly, the word ako, which appears in both strategies, represents reciprocal learning.
We invite you to analyse these strategies for Maori and Pacific communities with your own context in mind and see whether some of the principles are practised in that context, or not – and what you can take back to your workplace.
Policy Approach of Ka Hikitia – Accelerating Success (Maori) 2013-2017
The 5 guiding principles the Ministry of Education have adopted for implementing their Maori Education Plan that might be of use to you in your work are as follows:
- Treaty of Waitangi
- Maori potential approach
- Ako – a two way learning and teaching process
- Identity, language and culture count
- Productive partnerships.
Two points we would like to make are these: the Maori potential approach is a strengths-based approach. The focus areas are explicitly set out within the framework:
Secondly, the work ako represents reciprocal learning. Here is the Ministry’s explanation that will help you to work effectively with Pasifika peoples here in Australia:
Ministry of Education: Pacific Education Plan 2013 – 2017
At the core (and the outer layer) of the framework is Pasifika learners, families and communities – this reflects the relational being concept we discussed earlier – Pasifika peoples do not see themselves as individuals, so any strategy must be all-encompassing of their meaningful relationships in order to succeed.
Furthermore – as explained in the text beside the diagram, the framework is underpinned by Pasifika values, principles, and protocols – some of which are incongruent with Western governance (e.g. spirituality).
Health
Below is the Alunga Fo’ou: A NewPath -Canterbury District Health Board Pacific Plan 2020 – 2030 (the entire document is attached in the ‘Materials’ section).
Alunga Fo’ou is another example of strengths-based interdisciplinary practice where Pasifika families are encouraged to make their own decisions relating to their holistic wellbeing.
The points we’d like to draw your attention to here is that it is underpinned by Pasifika worldview on health (i.e. a holistic paradigm as per Fonofale/Te Whare Tapa Wha Models) which requires interdisciplinary collaboration. Secondly, Whanau Ora is another example of strengths-based practice where whanau or family is empowered to make their own decisions relating to their holistic wellbeing.