INDIGENOUS PERSPECTIVES
Students come to school with diverse and varying experiences which reflect their cultural backgrounds.
While curriculum documents outline content and outcomes for students, it is teachers who develop learning experiences that cater to the diversity of their students.
The map of Indigenous Australia provides an indication of the cultural diversity of Indigenous Australians. http://www.shareourpride.org.au/pages//topics/indigenous-australians/our-identity/where-we-are-from.php (Note: you will need to register to view this page.)
Share Our Pride – An Introduction to Aboriginal and Torres Strait Islander people and their Culture: http://www.shareourpride.org.au/pages/topics/culture/understanding-culture.php describes the non-static nature of culture and states that, ‘it is important for all Australians to understand the essential features of Indigenous culture, including their [Indigenous peoples'] special connection to the land and commitment to family and community.’ (Note: you will need to register to view this page.)
Teachers' development of a critical consciousness that reflects awareness of cultural diversity is crucial to providing culturally sensitive and meaningful learning environments for all learners. Australia's population and Indigenous population is diverse which means that a multiplicity of perspectives is the reality of classroom diversity in Australian schools.
Ah Sam and Ackland (Introductory Indigenous Studies in Education, 2005, p183) maintain that:
(Refer to the PrimaryConnections Indigenous perspectives Teaching and learning guide for pedagogical recommendations.)
Teachers need to be aware of and understand that differences exist between Indigenous groups and individuals within Indigenous groups, just as they do within non-Indigenous groups.
Teaching and learning needs to be responsive to students' worldviews as their values, conceptions and learning needs are influenced by their culture. The term 'worldview' refers to the lens or framework of ideas and beliefs through which an individual interprets and interacts with the world.
(Refer to the Worldview window for more information and resources.
Genuine relationships and partnerships based on intercultural understanding and mutual respect between teachers, students, parents, schools and communities provide greater opportunities to improve the educational outcomes of Indigenous students.
(Refer to the Relationships and partnerships window for more information and resources.)
Where’s the Science in this? An article by Pip Deveson, in conjunction with the Australian Research Council, which explores the relationship between the Indigenous community and educators in creating contextualized, relevant and hands-on Indigenous science learning experiences for students in North East Arnhem Land. The paper delves into the Galtha workshop about constructing a traditional fishtrap and discusses the various contributions of and partnerships with, Indigenous elders, school principals and teachers. The paper highlights an Indigenous perspectives of science as a whole system, connecting different aspects of Indigenous culture and tradition including people, land, technology and rituals. See http://livingknowledge.anu.edu.au/html/background/discussions/wheres_the_science.pdf
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