NOTE : EDIT INTRODUCTION PLEASE REMOVE A BIT, THANKS. The embodiment of cultural competency is not focal on adding to the unremitting demands of teachers; it is focused on enhancing and enriching teacher practice and broadening the perspective of the profession to close the educational gap . This is to ensure substantial recognition and acceptance of the diverse Indigenous Australian backgrounds that reside in this nation, through adaptability and inclusion. Lloyd, Lewthwaite, Osborne, and Boon (2015) define cultural competency as the willingness to understand, interact and communicate with sensitivity and knowingly. With the Australian Institute for Teaching and School Leadership (2020) sharing that culturally responsive teachings are focal on being able to relate to culture and develop relationships that are meaningful to uphold cultural identities whilst developing fluency and sharing cultural experiences. Within the educational sector there are deep-rooted challenges that contribute to the creation of unnecessary educational disadvantages for many Indigenous Australian students. These challenges pertain to: essentialism, stereotypes, tokenistic and superficial approaches and validation. In which it is vital to integrate culturally responsive teaching practices that involve self-reflection, amongst activating students' prior knowledge, making learning contextual, encouraging communication, improving curriculum and building relationships to bridge this gap. Therefore, the promotion of cultural competence interlinks to create a supportive, safe, nurturing and positive environment for Indigenous Australian students through embracing cultural links. This notion can be accomplished by integrating culturally responsive teaching competencies which combine a paradigm of having a solid vision for students voice, fostering individuality, developing interactions with diversity and creating exposure to cultural knowledge, language and skills, all of which are imperative for creating a culturally sensitive and inclusive environment. inclusion.
NOTE : EDIT INTRODUCTION PLEASE REMOVE A BIT, THANKS.
The embodiment of cultural competency is not focal on adding to the unremitting demands of teachers; it is focused on enhancing and enriching teacher practice and broadening the perspective of the profession to close the educational gap . This is to ensure substantial recognition and acceptance of the diverse Indigenous Australian backgrounds that reside in this nation, through adaptability and inclusion. Lloyd, Lewthwaite, Osborne, and Boon (2015) define cultural competency as the willingness to understand, interact and communicate with sensitivity and knowingly. With the Australian Institute for Teaching and School Leadership (2020) sharing that culturally responsive teachings are focal on being able to relate to culture and develop relationships that are meaningful to uphold cultural identities whilst developing fluency and sharing cultural experiences. Within the educational sector there are deep-rooted challenges that contribute to the creation of unnecessary educational disadvantages for many Indigenous Australian students. These challenges pertain to: essentialism, stereotypes, tokenistic and superficial approaches and validation. In which it is vital to integrate culturally responsive teaching practices that involve self-reflection, amongst activating students' prior knowledge, making learning contextual, encouraging communication, improving curriculum and building relationships to bridge this gap. Therefore, the promotion of cultural competence interlinks to create a supportive, safe, nurturing and positive environment for Indigenous Australian students through embracing cultural links. This notion can be accomplished by integrating culturally responsive teaching competencies which combine a paradigm of having a solid vision for students voice, fostering individuality, developing interactions with diversity and creating exposure to cultural knowledge, language and skills, all of which are imperative for creating a culturally sensitive and inclusive environment. inclusion.
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