To effectively address global diversity within the educational landscape of Aotearoa, educators must integrate responsive pedagogy while navigating the complex path of understanding and embracing diverse cultural practices across various levels within the classroom. This journey involves recognising the nuances between surface, superficial, and deep cultural levels, as identified by Zaretta Hammond, wherein deep culture embeds itself within collective unconscious beliefs and norms. Mere Berryman's Mauri Ora model, encapsulating 'wānanga', 'ako', and 'mahi ngātahi', underscores the importance of fostering genuine connections between teachers and students while engaging whānau in dialogues that encourage power-sharing relationships and respect for educational aspirations.
Developing culturally responsive teaching involves recognising one's identity and heritage, being aware of personal biases, and embracing the principles outlined in Te Tiriti o Waitangi to build authentic relationships and promote an inclusive educational environment.
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