"Some of the most valuable conversations are had when meeting up after a workshop". TAC Principal
Rewire Bias
Anton Blank: blankanton61@gmail.com
Linking Maori achievement to expectations- lowest expectations of Maori students since the 60s - data shows this. "a long (brown) tail at the bottom of the statistics."
How do we address this?
We are going to look at patterns and trends and how we can make changes.
Do you value Māori culture?
Who are your friends and what are they like?
Are you racist?
Under pressure do you keep your cool? Behaviour can be triggered by underlying blatant racism when under pressure.
All of us are capable of these behaviours.
Institutional racism:
an entrenched pattern of differential access to material resources and power determined by race which advantages one sector of the population while disadvantaging another.
This lives in our legislation. Streaming is evidence of this. Based on stereotypes of Maori children they are generally streamed out of maths and science.
Disproportionate exclusion of Maori students compared to others. Maori are2-3x more likely to be arrested and 79x more likely to be imprisoned.
Racism: is a consciously held belief that one race or ethnicity is superior to another or others.
The notion of awareness and intent is really important.
Have I ever had a racist thought about another group of people?
Have I ever said something racist about another group of people?
"Racism is a consciously held belief."
White privilege: an 'unearned package of assests' enjoyed by white people. The effects can be seen in workplaces, schools, universities, courts, jails etc... statistics prove this.
Pakeha and Asian students tend to get more attention in the classroom.
Maori healthcare is seen through a lense of white privilege - behaviour is being triggered by white privilege.
The system needs to adapt/respond to this blatant racism.
Implicit (unconcious) bias:
Unconscious thoughts and attitudes that manifest in aversion or preferences for particular groups or types of people. We are more likely to have aversions to people who are different to us.
Low expectations of particular races.
Clock on to those thoughts/attitudes and make changes!
We come out of the womb looking for people that look like us. It's evolution/instinct/primal.
Tune into what you're feeling in the classroom. Take notice when you're feeling these things.
Aversions and attractions are a part of this.
Who's in your in group?? People who are like us. We feel warm and empathetic towards them.
Out group: the people who are different to us. We fear their differences.
These are hard-wired into us. They sit in the part of the brain which regulates our emotions.
Think about what you're feeling and why??
We are auff we ring fro. Cognitive overlaid to categorise info quickly to help us make sense of the social world.
Pygmalian Effect: teacher expectations set the bar for student achievement.
R.Rosenthaal: IQ test at the beginning and end of the year, he predicted late bloomers would beat the others.
The teachers were primed to set these students (the late bloomers) up without consciously knowing.
"Teachers hold more negative views about Maori student achievement and students themselves do as well."
"The highest expectations are usually held for pakeha students."
Capabilities and wellbeing.
Martya Sen: every human is entitled to five freedoms: Political; Economic; Social; Transparency; Protective.
The Maori narrative: children descend from the atua; Māori children were sophisticated; whānau do not self-define as poor; Tīkanga and reo Māori are really important; happy relationships are more important than money.
An example of Maori living below the poverty line: we didn't know we were poor, until we went to school and the Teacher told us! They were really resourceful with food, clothing, housing etc
Te Whare Tapa whā: the most important is the spiritual dimension. How do we define spirituality?
The data does not reflect these values.
Measuring Wellbeing: spirituality is important and whānau is important.
Diversity increases cognitive functions.
How is your Wellbeing?
Context heavily weighs in on Wellbeing.
Bias in the classroom
Who sits where?
Maori and pasifka tend to sit at the back, "so the teacher doesn't pick on me."
A task was given to the Onehunga College students Anton is currently working with: to sit next to pakeha or Asian students and observe any differences in engagement from the students and the teacher...
Integrated groups are important.
We are governed by "two systems of thinking"
Biased brain: fast, feeling, implicit; instant recognition/evaluation of external stimuli/objects/things/people.
Mindful brain: slow, conscious and controlled; unfamiliar tasks.
We make judgements in less than a tenth of a second. Make decisions about approachability, warmth/attractiveness.
"Smiling at Māori students and saying their names properly is really important."
Stereotypes: Maori students are good at sport and music...
Where we absorb these ideas from: culture; media (takes small ideas and makes them bigger); experiences. These ideas become reinforced and become automatic in day to day life.
Intentially engage Māori learners; break up the in groups; practice mindfulness.
The Psychology of Discretion: Nudge; what can we do to change the environment?
What will make it easier for you to engage all students?
Address institutional racism and personal racism. Challenge and support one another.
"The more mindful we are the more able we are to develop nueral pathways."
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