6. Conclusions At the end of the project the teachers articulated the following discoveries: The arts provide effective tools to explore and express cultural identity and diversity; Culture relates to the values, protocols and rituals of a certain group or community; it is not just about ethnicity, or the use of different greetings/languages in the classroom; To work in groups across ages, and with the school as a whole, creates a fertile ground for the development of leadership and cooperation skills. It also encourages understanding and appreciation of our differences. Space for culturally responsiveness is created through an emphasis on process rather than product (this involved: a flexible use of time; students’ contributions to inform outcomes in unexpected ways; a shared joy and excitement of discovery between teachers, students and parents). Culture is about developing relationships (with students, parents, colleagues, and the wider community). Collaboration is a powerful tool to develop mutual respect, a sense of relatedness (whanaungatanga), shared leadership (rangatiratanga) and an appreciation of our differences and uniqueness. To value culturally responsiveness is to empower the children, teachers, parents and school community as a whole. Through analysis of the entire spectrum of research data (journals, interviews and researchers’ reflection-in-action and reflection-on-action), five variables were identified that significantly impacted the quality and extent of culturally responsive practice through the arts: Taking on a collaborative leadership Quality, nature and extent of relationships between teachers, students, parents and the wider community; Adopting and collaborative (devising) approaches to the arts as part of the creative development; Working in group formations across age; Exploring and incorporating cultural knowledge as part of the creative process.
6. Conclusions At the end of the project the teachers articulated the following discoveries: The arts provide effective tools to explore and express cultural identity and diversity; Culture relates to the values, protocols and rituals of a certain group or community; it is not just about ethnicity, or the use of different greetings/languages in the classroom; To work in groups across ages, and with the school as a whole, creates a fertile ground for the development of leadership and cooperation skills. It also encourages understanding and appreciation of our differences. Space for culturally responsiveness is created through an emphasis on process rather than product (this involved: a flexible use of time; students’ contributions to inform outcomes in unexpected ways; a shared joy and excitement of discovery between teachers, students and parents). Culture is about developing relationships (with students, parents, colleagues, and the wider community). Collaboration is a powerful tool to develop mutual respect, a sense of relatedness (whanaungatanga), shared leadership (rangatiratanga) and an appreciation of our differences and uniqueness. To value culturally responsiveness is to empower the children, teachers, parents and school community as a whole. Through analysis of the entire spectrum of research data (journals, interviews and researchers’ reflection-in-action and reflection-on-action), five variables were identified that significantly impacted the quality and extent of culturally responsive practice through the arts: Taking on a collaborative leadership Quality, nature and extent of relationships between teachers, students, parents and the wider community; Adopting and collaborative (devising) approaches to the arts as part of the creative development; Working in group formations across age; Exploring and incorporating cultural knowledge as part of the creative process.
Tool+-+Engaging+creatively+with+locality-On+Culturally+Responsive+Practice.docx