dc.contributor.author | Lemon, Katrina Suezanne | en_NZ |
dc.contributor.author | Edwards, Frances | en_NZ |
dc.date.accessioned | 2018-01-11T02:05:06Z | |
dc.date.available | 2017 | en_NZ |
dc.date.available | 2018-01-11T02:05:06Z | |
dc.date.issued | 2017 | en_NZ |
dc.identifier.citation | Lemon, K. S., & Edwards, F. (2017). ‘We wanted to see if you were the real deal’: Teaching as a cultural practice in a challenging environment. Teachers and Curriculum, 17(1), 39–44. https://doi.org/10.15663/tandc.v17i1.153 | en |
dc.identifier.uri | https://hdl.handle.net/10289/11592 | |
dc.description.abstract | Teaching can be viewed as a cultural practice in which teaching is embedded in the culture of the teacher and informed by the culture of the students (Bell, 2011). In this paper, a narrative is presented detailing an authentic example of teaching in New Zealand in which culture is prioritised. It describes the challenges faced by a young female teacher as she worked in a low decile secondary school with male students, the majority of whom were involved in the Mongrel Mob[1] gang. Her approach and responses were centred in her belief in culturally responsive teaching. The deliberate actions of the teacher led to a turning point for the students, allowing their mana to remain intact as she acknowledged their identity, language and culture. This teacher’s experience provides an example of how a teacher can enable learners in diverse classrooms to succeed in their learning. | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.publisher | Wilf Malcolm Institute of Educational Research, the University of Waikato | en_NZ |
dc.relation.uri | http://tandc.ac.nz/tandc/article/view/153/270 | en_NZ |
dc.rights | © 2017 copyright with the authors. The article is published under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA 3.0) License. | |
dc.title | “We wanted to see if you were the real deal”: Teaching as a cultural practice in a challenging environment | en_NZ |
dc.type | Journal Article | |
dc.identifier.doi | 10.15663/tandc.v17i1.153 | en_NZ |
dc.relation.isPartOf | Teachers and Curriculum | en_NZ |
pubs.begin-page | 39 | |
pubs.elements-id | 214740 | |
pubs.end-page | 44 | |
pubs.issue | 1 | en_NZ |
pubs.publication-status | Published | en_NZ |
pubs.volume | 17 | en_NZ |
dc.identifier.eissn | 2382-0349 | en_NZ |