The models of learning
have changed in this modern era. As all the planets revolve around the sun,
similarly the learning methodologies, strategies and techniques revolve around
the learner. The rate of success of learning process depends on facilitators’
knowledge of learner. Moreover the value of culture competency adds to the
efficacy of the learning process.
Maori students have a
very low rate of success in tertiary education field and different findings
suggest the reason is ignoring the culture. “Maori students often found
themselves operating between two cultures, that of home and another of the
school where, ironically, they were considered to be ‘culturally different’ in
their own country” (Jones et al., 1995).So, I opine that my priority will be to
under the basic cultural values of my learners. They are the key to make my
learners actively participate in the learning process. “The integration of
Māori culture values within tertiary education is widely acknowledged as an
essential element in the development of improved Māori retention and success” (Campbell,
2004; Durie, 2003; Bishop, 1999). The Whanau Group methods integrate the Maori
Values into Tertiary Education and provide them an opportunity to remain
connected with their culture. The Pasifika learners do not differ much from the
Maori Learners. Bronwyn Hegarty (October 30, 2012) represented a model on the
Pasifika learners. She states that family is the base of the foundation of the
Pasifika learners. The success of the learners belongs to family and community
values. The respect of the culture provides them safety and an encouragement to
participate in the classroom. Therefore the learners should be able to express their
culture. They believe in spiritual values which include Christianity and traditional
values for nature, history and ancestors. The physical and the mental well being
are the other factors which must be protected by the facilitator by arranging a
suitable environment in the classroom according to context.
The four models called Te Whare Tapa Whā, Ako, Tuakana-Tiena, and
Pōwhiri Poutama provide me a good guidance to manage the diversity in the
class. The ‘Te Whare Tapa Wha’ refers to apply group work to learning process.
The group work will encourage the learners to interact with each other and
understand and respect for other cultures. The concept of ‘Ako’ supports
interactive learning in which I will act as a facilitator rather than an
instructor. It will enable me increase participation of diverse learners. For
example there are individual problems of learners which can be handled by a
facilitator. The principle of ‘Tuakana-Tiena’ is helpful to manage a class of
different range of experiences and skills. It is convenient to divide my
learners into pairs in which one member will be less experience than the other.
For example the learners have different digital literacy and accordingly
pairing can be done. Pōwhiri Poutama allows me to start the learning process
from simple to complex and it is the best methodology to build up the
confidence of learners.
References:
Bronwyn, H. (October 30, 2012). Pasifika learner’s literacy and numeracy. Retrieved from: http://www.youtube.com/watch?v=ux9sLwmuIUU&list=PLMzi9_F5p1YB-hmP4_V8gz3ZWpT-el8Ww&index=3
Campbell, T. (2004).
Ethnicity, the Treat and Māori health improvement… let’s put it in perspective.
New Zealand Nursing Review, 20(4), 7-8. Retrieved from: http://www.waiariki.ac.nz/documents/academic/Indigenous-Journal-Edition2_may2011.pdf
Durie, M. (2003).
Providing health services to indigenous peoples. British Medical Journal
327(7412), 408-409. Retrieved from: http://www.waiariki.ac.nz/documents/academic/Indigenous-Journal-Edition2_may2011.pdf
Jones, A., Marshall,
J., Matthews, K., Smith, G., & Smith, L. (1995). Myths & realities:
Schooling in New Zealand (2nd Ed.). Palmerston North: The Dunmore Press. http://unitec.researchbank.ac.nz/bitstream/handle/10652/1539/Jenny%20Sherrif%20MEdL&M.pdf
