Culturally Responsive Pedagogy - AKO

AKO featured in the Practising Teacher Criteria - in fact it underpinned those criteria in that the word ākonga was used throughout "to be inclusive of all learners in the full range of settings, from early childhood to secondary and beyond, where the Practising Teacher Criteria apply.
Ako, on he other hand, "is a teaching-learning practice that involves teachers and students learning in an interactive dialogic relationship".
These words don't feature in the "new" Standards for the Teaching Profession but come through in "seek and respond to feedback from learners" (Standard 2); "engage in reciprocal, collaborative learning - focused relationships....." (Standard 3)

Kia Eke Panuku 

Teaching and learning roles are interdependent, fluid and dynamic; students and teachers are able to learn with and from other learners (ako). This aligns well with the idea of peer tutoring and peer assessment used in Assessment for Learning and also, of course, with the tuakana teina model of teaching and learning

The word dialogic is a new one for me! I think it is in danger of being trivialised into having a conversation as in the teacher saying "I have conversations with my students" but in actual fact the teacher still holds the power.

Looking at the meanings given:
Bakhtin states that "meanings are created in processes of reflection between people".
John Searle looks at the difference between "power interactions and dialogic interactions"
Paulo Friere  states that human nature is dialogic, and believes that communication has a leading role in our life. We are continuously in dialogue with others, and it is in that process that we create and recreate ourselves.
So in dialogic conversations the teacher is learning from the student and the student is learning from the teacher meaning that both have learned something during the interaction.




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