Culturally inclusive pedagogies

Abstract

The project focuses on the authors’ narratives of the teaching and learning experiences with students in a tertiary education setting that includes Pasifika and Indian students. Our aim is to share our experiences as teachers in a diverse and multi-ethnic city in New Zealand. It is about transformatory pedagogies which explore Pacific and Indian identity for future learning. The paper draws on critical pedagogy to develop a discourse of care; empowerment and participative democracy that is authentic. We emphasize an enactment of pedagogy that recognises other knowledge and other ways of knowing.

Teaching and learning are grounded in socio cultural realities and perspectives. The present discourse of globalisation has shaped the world of early childhood education and societies have become more diverse. As the population in New Zealand becomes more diverse, teachers are challenged to incorporate inclusive pedagogies The authors consider previous experiences and cultures to promote a pedagogy of care for learners and support early childhood teachers to work in diverse settings in critically inclusive and culturally relevant ways.

The paper relates to the New Zealand early childhood education context that incorporates the principles of the founding document of Aotearoa New Zealand, the Treaty of Waitangi. The discussions are thus grounded in the New Zealand early childhood education curriculum and context.

A culturally relevant pedagogy has become significant in today’s culturally and linguistically diverse society. This research hopes to add to the discourse of culturally inclusive pedagogy of care that is responsive to the needs of the community.