Exam Notes - FRI

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The University of Notre Dame Australia *

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Anthropology

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Apr 3, 2024

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Culturally Responsive Schools What is a cultural responsiveness? Why is it necessary for teachers to be culturally responsive? - What is cultural responsiveness? (Aboriginal Cultural Standards Framework, 2015). o Ability to understand, interact and communicate effectively and sensitively with people from a cultural background different to one’s own. o Demonstrating this ability with proficiency o Characteristic by respect for culture, ongoing self-reflection, and commitment to improving practises and relationships. o Building relationships, valuing strengths, working collaboratively. - Why teachers need to be culturally responsive? (Aboriginal Cultural Standards Framework, 2015). o Have diversity within a classroom. o Promote inclusivity. o Effective communication o Promote engagement. o Reduce stereotype and bias. o Build positive relationships. What are some characteristics of a culturally responsive classroom? How might this vary according to the school context? o Teacher doing the following: (lecture idk the reference) o Modelling o Through the environment o Through activities and experiences o Through discussion and interaction o Through partnerships and family o Through mindfulness o (Chapter 4 Harrison and Sellwood, 2022) o Summarise or repeat instructions! o Explain the purpose of the task and real-world connections. o The teacher is not necessarily the main driving force in classrooms with significant numbers of Aboriginal and Torres Strait Islander students. o Student-centred approaches to learning are often not successful with Indigenous students. o Your support and understanding of students and their families regarding cultural events affirms children’s identities and assists them with building a positive self-identity in the school environment. - For Torres Strait Islander children, the teaching and learning of knowledge is intricately linked to their Torres Strait Islander identity. Torres Strait Islander knowledge systems not only provide a focus on content and concepts but also centres on the teaching of our values, ethics and morals (TSIRECC, 1992). A Torres Strait Islander philosophy of learning is that ‘knowledge is ‘passed on’ reflecting ‘the oral traditions that allow ‘life’ to flow through the expression of songs, dances,

stories of myths, legends [and] ...entails the concept that people ‘belong’ and are part of the land, sea and sky’ - In Island community context, Foster (2003) suggests teaching content that relates to their daily life. Torres Strait Island students have rich and complex identities and life experiences, and Foster (2003) asks teachers to observe the affinity that the Island people have towards the sea, the land and their beliefs and use to use this as part of the classroom pedagogy. What is your own family/cultural background? How is this reflected in your identify and what impact does it have on your teaching? Australian Impact on my teaching - Understand the importance of the sporting culture (helps have like interest with students to build relationships) - Understanding the history of the country and perspective of other students (relate back from my own stories and help with relationship building) - Deeper understanding on critical topics that impact students living in Australia (sun safety, road safety etc) - Cultural awareness and diversity - Language and communication How does the Aboriginal Cultural Standards Framework (2015) describe culturally responsive teaching? Culturally responsive schools build collaborative relationships between staff, Aboriginal students, their parents and families, and communities to support student learning. They create opportunities to engage parents, families and communities in improving the education outcomes for Aboriginal students. Culturally responsive schools build on the knowledge, skills and prior experiences that Aboriginal students bring with them to the classroom to ensure learning is relevant, connected and appropriate to achieve education success. They make connections between each student’s home and school experiences, and use a range of learning opportunities that make schooling more effective for Aboriginal students. Culturally responsive schools create welcoming and supportive learning environments that respect the cultures, languages, experiences and world views of their Aboriginal students. They have a holistic approach to working with Aboriginal students. To achieve this, concerted and coordinated action is required at the school level. The framework will assist us in our efforts to close the gap in the education achievements of Aboriginal students. Our goal is to ensure Aboriginal students are confident and successful learners who complete their schooling with the knowledge and skills to access further education, training and employment.

Discuss how culturally responsive teaching practises might impact student engagement. What specific examples can you describe. Student engagement (What Works, The Work Program, 2015) - ‘Engagement in learning is critical to academic achievement and providing students with the understandings, knowledge, skills and confidence to move on into training, employment and higher education. - Engagement is critical because it makes a difference to academic achievement and fosters in students a sense of belonging and self-worth. - In addition, ‘engaged learners are doers and decision- makers who develop skills in learning, participation and communication that will accompany them throughout adulthood.’ - And its definition: Engagement is a construct involving three dimensions: behavioural (involvement); affective (personal attachment to others, such as teachers and classmates); and cognitive (application to learning)’ Examples (What Works. The Work Program, 2015) Cultural recognition, acknowledgement and support - Involvement of Indigenous teaching personnel, parents and community members in all aspects of the schooling process. - Collaborative planning and choice of appropriate teaching material which helps to ensure that learning activities are relevant to students’ experiences and to their current needs and interests, providing meaning and purpose to what they are learning. - The provision of professional development training for staff concerning Indigenous culture and lifestyle. - Respect for Aboriginal languages. - Recognition of Indigenous patterns of discourse. Skill Development - Recognition of the benefits of an explicit teaching/learning approach and early intervention strategies to ensure the adequate acquisition of literacy skills in the early years of schooling. - Recognition of the fact that standard Australian English is not the first language/dialect of some Indigenous students. - Recognition of the importance of focusing on the learning needs of the individual student. - Use of computers which allows students to feel in control of their learning situation by working at their own pace and level. Participation

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- Provision of a safe, secure school environment, characterised by good teacher/student relationships, which is welcoming to Indigenous students and free from racism. - Empowerment of students by allowing them to be involved in making real decisions with respect to the learning process through planning of the learning context in collaboration with teaching staff. Historical Factors impacting education. Why is it important for teachers to understand Australia’s shared history? (Harrison and Sellwood, 2016). Understanding Australia's shared history is crucial for teachers for several reasons, particularly in the context of fostering an inclusive and culturally responsive education environment: 1. Cultural awareness and sensitivity a. A deep understanding of Australia's shared history enables teachers to be more culturally aware and sensitive to the experiences of diverse groups, including Indigenous peoples and those from various cultural backgrounds. This awareness is foundational for creating an inclusive classroom environment. 2. Acknowledging and respecting Aboriginal perspectives a. Australia has a rich and complex Indigenous history that predates European colonization. Teachers who understand this history are better equipped to incorporate Indigenous perspectives into their teaching, fostering respect and recognition of the country's First Nations peoples. 3. Promoting reconciliation a. Knowledge of Australia's shared history allows teachers to engage in conversations about truth and reconciliation. This is particularly important in addressing historical injustices, acknowledging past wrongs, and working towards a more equitable and just society. 4. Meet Australian Curriculum requirements. a. Understanding Australia's shared history is essential for teachers to meet curriculum requirements. National and state curricula often include specific content related to historical events, societal changes, and the contributions of different cultural groups, including Indigenous Australians. 5. Connecting learning to relevance and student lives a. Incorporating Australia's shared history into the curriculum allows teachers to make learning more relevant and meaningful for students. It provides a context for understanding societal changes and connecting historical events to contemporary issues.

What is the combined effect of the colonialism and subsequent government policies on Aboriginal people today? How might intergenerational trauma affect student learning and teaching in your classroom? Is it ever possible to stand in the shoes of another person? How can teachers show the empathy needed for cultural competency? How might historical experiences impact school attendance? What should teachers be aware of in building strong partnerships with their aboriginal community / parents? What elements of the ACSF 2015 related to understanding Australia’s shared history?

Exam Notes - FRI

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