- 1. Future Clubhouses Hui29 October 2008 Ann MilneTe Whanau o Tupuranga & Clover Park Middle School
2. Dr Manulani Meyer (2001) Hawaiian epistemology everything I have learned in school, everything Ihave 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 3. SCHOOL AFTER SCHOOLCOMPUTER CLUBHOUSEOBLIGATION CHOICESTUDENTMEMBERTEACHERMENTOR RIGID OPEN-ENDED ISOLATIONCOLLABORATION... So how do we fit ? 4. Decile 1 Decile 1 Years 7 to 10 Years 7 to 13 Samoan, Tongan, Designated Cook Islands Maori Character, Maori, 150 students Bilingual Change of status 180 students1995 New school 2006 5. 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. 6. Pacific Island lending at all time high Deadline looms for Maori claims Tinnie-house Gunfight Another shopkeeper stabbed 7. 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 exemptionsat 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) 8. 33 still in school13 gained University Entrance 100 students born in 1990, living in Manukau in 2007 64 are still in school 51 gained University Entrance 9. If we all woke up tomorrow morning and suddenly thosestatistics had flipped There would be OUTRAGE andmarching to parliament! There would be DEMAND thatthis changed NOW! 10. 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 doneabout it? I think it's to do with the whole idea ofacademic ability particular, limited, types of verbaland mathematical reasoning (Sir Ken Robinson, 1999, 2007. 11. 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. 12. Constructionism and the Clubhouse Constructionism is a learning theory based on Papert's belief that quot;better learning will not come from finding better ways for the teacher to instruct, but from giving the learner better opportunities to constructquot; 13. ConstructioNism Individual and community development are reciprocally enhanced by independent andSocial Culturalshared 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, Sociocultural 2000,2002).Constructionism an asset-based approach to community technology that sees community members as the active producers of community content,rather than passive consumers or recipients 14. Constructionism Pedagogy Social Cultural Critical Social Justice Culturally located Sociocultural BilingualConstructionism Integrated Whanau connected- relationships 15. 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 peoples children (Delpit 1999) 16. Our two schools believe six relationships are crucial to students holistic achievement and engagement in learning (Otero 2002). These are the students relationship to: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 andschool (mutually beneficial, authentic partnership -whanau) 17. Unlimited PotentialSpecial Abilities Gifted/TalentedGlobal Learning Cultural knowledge,understanding & competency Cutlural norms living as Maori, CRITICAL PEDAGOGY as Tongan etc SOCIAL JUSTICE Home, heritage RELATIONSHIPS languages Self Learning IdentitySelfSchool Learning Self efficacy / potentialLearning Special Needs Whanau support Teacher Values / BeliefsAt Risk Peers Hauora / Wellbeing ESOLWider world Wairua / Spirituality Home/SchoolUnrealised Potential 18. 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 19. 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 20. 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 thats 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. 21. Global Learning Self Learning School Learning 22. Computers and cables do not make effective networks 23. People do 24. 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 25. sociocultural constructionism (Pinkett2000, 2002) you cant separate the learner from their context or theircultural identity so use theassets of the community toactively design and producecontent for learning. 26. Education should be learner- centred, empowering, liberating and grounded in praxis (reflection and action upon the world in order to transform it) (Freire, 1970) 27. Join the Kapa Haka group and learn someCultural/Social activity items Compose items and design complexConstructionism - cultural choreography elders as mentors Design & make costumes, dying, weaving flaxConstructionism cultural, using traditional knowledgetechnological, social - identity Live-in at the school marae 2 or 3 nights aCultural/Social - Identity week to practiseMake a short film about the groups journey to Constructionism the competition (Clubhouse)technologicalGain NCEA credits for your performance & your Academic learning documentary Use the stage and your performance and understanding of this knowledge as a platformPraxis - for protest about social justice issuestransformation 28. 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.