Reflective Practice: Building a Culturally Responsive Pedagogical Framework to Facilitate Safe Bicultural Learning
Keywords:
Culturally responsive, Indigenous pedagogy, Critical pedagogy, Reflective practice, Social work education, Bicultural practiceAbstract
Two Indigenous educators, from Aotearoa New Zealand and Canada, endeavoured to enhance the pedagogy of a second-year social work course at the University of Auckland. This article outlines the reflective practice approach and the literature that was used to develop “Porotaka Kõrero: A culturally responsive pedagogical framework”. Throughout its implementation, the educators reflect on the resultant reciprocal learning environment in the classroom, and the space cultivated for deeper reflection on cultural competence material. These experiences are presented in this article, highlighting that Porotaka Kõrero holds promise as a method to facilitate safe bicultural learning, noting that further evaluative research is needed in this area. They further emphasise the importance of taking a reflective practice approach in the development and application of culturally responsive pedagogy.
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