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Developing pedagogical practice through culturally inclusive curriculum
ACSA BIENNIAL CURRICULUM
CONFERENCE
BiographyKym Walker is Batjala person from Fraser Coast Queensland. Kym has a long history in cross discipline curriculum development and consultation with Indigenous Studies and Cultural Competence programs.
Bruce Pridham and Dona Martin have expertise in conceptualising innovative higher education curricula, particularly in relation to teacher education.
Our aim was to produce a subject that provides:
• well structured, inclusive, cross-curricula education partnerships
• quality Indigenous education for undergraduate teachers • culturally appropriate pedagogical practice through
culturally inclusive curriculum.• The opportunity for students to reflect using the 4R’s
model• clear alignment with ACSA’s Australian curriculum
principles.
EDU3IED – Subject Intended Learning OutcomesUpon successful completion of this subject, you should be able to:
1.Investigate Australian Indigenous culture in schools and community.
2.Explain the issues that impact on Indigenous learners and how they influence educational outcomes.
3.Critically examine personal assumptions, preconceptions and values when relating to Indigenous Australia.
4.Design Indigenous curriculum opportunities and teaching
resources, incorporating educational technologies.
Example presentation title Page 4
AITSL – Australian Professional Standards for Teachers
1.4Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
2.4Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Example presentation title Page 5
The participants
Our campus of La Trobe University is situated in Bendigo, a
rural city in Central Victoria. The teacher education course that
hosts our subject provides multi-campus curricula for both our
Central Victorian campus and a Northern Victorian campus at
Mildura.
The unit of work discussed here is accessed across a variety of
courses (numbers grow by the year); currently it houses around
195 students per year, approximately 8% of whom are
Indigenous.
4R’s a reflective model
Our version of the 5R’s of reflection model (Bain, Allantyne, Mills, and Lester (2002).
Reporting
Responding
Relating
Reasoning
Reconstructing
Reporting
Relating
Reasoning
Reconstructing
We collapsed the first
two headings into one
heading
We wanted to verbally
elicit Respones about
observations, feelings
and questions about
issues
Example presentation title Page 8
Our 4 R’s Model
Reporting
• Descriptive account of the situation, incident or issue
• Storytelling
Relating
• Drawing a relationship between current personal or theoretical understandings and the situation, incident or issue
• Indigenous relationship
Reasoning
• An exploration, interrogation or explanation of the situation, incident or issue
• Lore
Reconstructing
• Drawing a conclusion and developing a future action plan based upon a reasoned understanding of the situation, incident or issue.
• Passing knowledge on for others to learn
Indigenous
Education
EDU3IED
Bringing it all together
• The 4R’s Model enables our students to build unique records of their learning, and to recognise that they now, through direct engagement with the issues, feel better equipped to be responsible decision-makers.
• Our students demonstrate through assessment a developing self-awareness of Cultural Competence and a stronger capacity to present as informed teachers, teachers who are better equipped to work in an environment alert to the needs of Indigenous Education.
Example presentation title Page 15
Thank You