What lessons can be learnt from a group of kaiako engaged in a community of practice designed to support the development of an asset-based, culturally responsive pedagogy with a focus on ākonga Māori enjoying success as Māori?

“He māramatanga tō tēnei whetū, he māramatanga anō tō tērā whetū. Each star has its own brilliance, its presence in the sky.” (Riley, 2020, p. 123)

Much has been written about the power kaiako (teachers) hold in the akomanga (classroom) and the impact of their pedagogy on the educational success of ākonga Māori (Māori students). Like the whakatauākī (proverb) above, each ākonga Māori is precious and comes to the akomanga with rich cultural assets that can either be celebrated and valued or ignored and forgotten. This is evident in the disparity that exists between the narratives of success for ākonga Māori and their non Māori counterparts in English-medium school settings. This research project brings together a group of non-Māori kaiako who held a shared vision and commitment for the success of their ākonga Māori.

Comprising primary and secondary kaiako from across seven schools in Aotearoa, participants came together in a series of workshops sharing their stories, challenges and experiences as they sought to answer the following question: What lessons can be learned from a group of kaiako engaged in a community of practice designed to support the development of an asset-based culturally responsive pedagogy with a focus on ākonga Māori enjoying success as Māori?

Four main themes emerged from the narratives of the participants: the power of shared values, the centrality of relationships, embracing te reo Māori (the Māori language), and power and privilege. Power dynamics in akomanga and schools were examined in detail and participants spent time exposing inequities that they could see in their own practice. Participants found that being accountable to one another, making their personal journeys visible, taking intentional actions and being clear about their WHY were all important facets of their collaboration. Having safe spaces to share, the right questions to take you deeper, robust conversations and a journey of conscientisation set the conditions for a successful inquiry, of conscientisation, and finally to take up the challenge to learn te reo Māori.

It is in the real-life, day to day stories of non-Māori kaiako striving to do better for their ākonga Māori where the true power of this research journey lies. Taking time to examine their own cultural bias, participants were willing to sit in discomfort as they sought to decolonise their practice. Their narratives act as a mirror, where other kaiako may be able to see themselves in the stories, and so be encouraged or inspired to go on this journey for themselves. Lessons learned from their shared narratives provide a challenge to expect and embrace discomfort, to make relationships central, to be intentional about engaging in a personal conscientisation journey and to learn te reo Māori. Amidst a changing educational landscape in Aotearoa, with curriculum being challenged, and a stronger emphasis and accountability for enacting the principles of Te Tiriti o Waitangi, it is an important time to be exploring teacher pedagogy.