Open AccessA Discussion of the Principle of Cultural Responsiveness: From Research to Practice and From History to Today.
Author(s) -
Robyn Stead
Publication year - 2014
Publication title -
kairaranga
Language(s) - English
Resource type - Journals
eISSN - 1179-9021
pISSN - 1175-9232
DOI - 10.54322/kairaranga.v15i1.185
Subject(s) - christian ministry , inclusion (mineral) , pedagogy , resource (disambiguation) , psychology , engineering ethics , sociology , medical education , political science , medicine , computer science , engineering , social science , computer network , law
The Special Education 2000 initiative (Ministry of Education, 1998) led to the creation of the role of Resource Teachers: Learning and Behaviour (RTLB). The role was designed to support inclusion, provide consistent service, and bring about improved outcomes for students with learning and behaviour difficulties and their teachers in Years 0–10. Guiding the management and practice of RTLB is the RTLB Toolkit (Ministry of Education, 2011a). Within the Toolkit, seven principles designed to guide RTLB practice are specified. These are: inclusive teaching, culturally-responsive, ecological approach, collaborative and seamless model of practice, strengths-based, reflective, and evidence- based practice. This article focuses specifically on the principle of culturally-responsive practice. It considers current literature and key documents from the Ministry of Education and discusses a case study that draws on a kaupapa Maˉori framework in order to achieve better outcomes when working with Maori whanau.