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    Excerpt Aboriginal and Culturally Responsive Pedagogies Assessment 1: Report

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    This document discusses strategies for incorporating Aboriginal and Torres Strait Islander perspectives into curriculum to promote reconciliation and cultural recognition. It suggests linking curriculum, such as geography, to Indigenous values like the cultural importance of water. This can be done through community engagement with Elders and sharing of local Indigenous histories and knowledge. Taking this approach helps create meaningful learning for Indigenous students by relating content to their culture. It also benefits all students by exposing them to diverse worldviews and problem-solving skills. Overall, learning about Indigenous perspectives allows educators to better engage students and develop culturally responsive teaching practices.

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    Excerpt Aboriginal and Culturally Responsive Pedagogies Assessment 1: Report

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    api-405186231
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    This document discusses strategies for incorporating Aboriginal and Torres Strait Islander perspectives into curriculum to promote reconciliation and cultural recognition. It suggests linking curriculum, such as geography, to Indigenous values like the cultural importance of water. This can be done through community engagement with Elders and sharing of local Indigenous histories and knowledge. Taking this approach helps create meaningful learning for Indigenous students by relating content to their culture. It also benefits all students by exposing them to diverse worldviews and problem-solving skills. Overall, learning about Indigenous perspectives allows educators to better engage students and develop culturally responsive teaching practices.

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    This document discusses strategies for incorporating Aboriginal and Torres Strait Islander perspectives into curriculum to promote reconciliation and cultural recognition. It suggests linking curriculum, such as geography, to Indigenous values like the cultural importance of water. This can be done through community engagement with Elders and sharing of local Indigenous histories and knowledge. Taking this approach helps create meaningful learning for Indigenous students by relating content to their culture. It also benefits all students by exposing them to diverse worldviews and problem-solving skills. Overall, learning about Indigenous perspectives allows educators to better engage students and develop culturally responsive teaching practices.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    62 views1 page

    Excerpt Aboriginal and Culturally Responsive Pedagogies Assessment 1: Report

    Uploaded by

    api-405186231
    This document discusses strategies for incorporating Aboriginal and Torres Strait Islander perspectives into curriculum to promote reconciliation and cultural recognition. It suggests linking curriculum, such as geography, to Indigenous values like the cultural importance of water. This can be done through community engagement with Elders and sharing of local Indigenous histories and knowledge. Taking this approach helps create meaningful learning for Indigenous students by relating content to their culture. It also benefits all students by exposing them to diverse worldviews and problem-solving skills. Overall, learning about Indigenous perspectives allows educators to better engage students and develop culturally responsive teaching practices.

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    Excerpt Aboriginal and Culturally Responsive Pedagogies Assessment 1: Report

    Undertaking this cross-curriculum pedagogies, we look at the essay question as a way


    to design cross curriculum for all students to engage in reconciliation, respect and recognition
    of the world’s oldest continuous living culture. This leads us as educators to influence the
    need to identify and create learning methods that relate to the Indigenous communities as
    well to increase this self-esteem and positivity both in the Aboriginal and Torres Strait
    Islander student and the classroom. Highlighting strategies that are involved with making
    these changes within the geography curriculum for example is to become in teaching, more
    inclusive are Aboriginal and Torres Strait Islander perspective and values. By these means,
    Lewthwaite et al. (2014) student’s home culture was non-existent or required in the school
    culture to provide academic success. Facing this stigma, strategies involved in reverting this
    held view is the allowance for students or external sources (i.e. the community) to provide the
    Indigenous background and values that they have hold to provide wider perspective as in
    2.4.2 of the teachers professional knowledge. Aikenhead & Michell (2011) provide the
    benefits of rounded knowledge and teaching of different perspectives of the world context as
    a core way of ‘enhancing their creative problem-solving capabilities’ (Aikenhead & Michell,
    2011, p.81). For Aboriginal and Torres Strait Islander students, strategy that does assist in
    their learning and creation of positive classroom environments is to link the water in the
    world syllabus to perspectives of the Indigenous population and how the water is valuable to
    them, rather than just the western view of water. This can come through example such as
    yarning circles and community engagement. Coming in the form Elders and lore that the
    local Indigenous community values who can bring forth their knowledges and their own
    connection to place, country and histories. This extension of perspective will provide that link
    to the Indigenous communities to assist with the students to create meaning and context
    between their culture and what they are learning through interrelating these aspects. This
    achieves the chance for educators to know the student as a learner, a way for teachers to gain
    cultural knowledge of how to teach, and as Beresford, Partington and Gower (2012, p.170)
    would go on to exhibit the ‘understanding of how children learn and they know how to tap
    into children’s natural abilities to learn and to convince them that they have some control
    over their learning.’ Learning the perspective of the Aboriginal and Torres Strait Islander
    values, culture and histories will assist in the engagement of reconciliation, respect and
    recognition efforts in with the purpose of creating ongoing relationships to all students and
    teachers involved. Making these connections and generating this perspective can the
    professional teaching standards be developed on a graduate level.

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