PLEASE EDIT PARAGRAPH AND SEPARATE INTO TWO Another challenge contributing to educational disadvantage for many Indigenous Australian students is the tokenistic approach whereby culture is rendered in terms of the visible and superficial. Gillian, Mellor, and Krakouer (2017) present the deficit discourse paradigm, which is defined as disempowering cultural patterns, thinking, experiences, language, and practise, which results in irreconcilable disputes and opinions. The deficit discourse portrays an inaccurate view of Indigenous culture labelling it as a narrative of negativity, deficiency, and disempowerment. This multidimensional concept sees that within the classroom environment tokenistic gestures are used to escape criticism and to prevent being disrespectful of culture. Which leads to superficial approaches of teaching culture on a surface level which include food, dancing, festivals and fashion (Rudolph, 2011). With teachers that merely engage in culture on the surface level neglecting developing a deeper and more spiritual understanding and connection to culture, as well as the problems that Indigenous culture has encountered, such as discrimination and power struggles within the colonies result in inadequate pedagogy. Biddle and Priest (2019) reinforce that to limit the challenge issue of tokenism and stereotypes it is beneficial to alter pedagogy to be inclusive of acknowledging the skills, talent, expertise, enthusiasm, and leadership that exist among Indigenous communities and people. To do this some cultural practices to promote holistic cultural approaches may include encouraging and supporting family and community members to share their traditions and views, providing opportunities for students to participate in open-ended cultural experiences, engaging with cultural practices and viewpoints and learning together with students if not confident with culture (Shay & Oliver, 2021). Through decreasing deficit thinking by ensuring that as a teacher you are immersed in cultural protocol, develop cultural efficacy and move beyond surface level understanding. To approach a cultural respovie strategy can be to continue to develop connections to the country, invite elders in, promote reconciliation, discussing issues, giving thanks and gratitude, engaging in critical reflection and using a strength-based approach that inspires a strong sense of cultural identity and belonging. All in all by shifting the focus from a perseverance, which is the deficit paradigm of an ambivalent discursive space of self-determination to a transformed space of self-reflection and challenging preconceptions, to become an advocate for Indigenous culture. The indigenous Australian students are confronted with complications of validation in order to acquire the cultural competency to reduce the gap of relationship structures. Students from various indigenous backgrounds suffer numerous deep-rooted issues in the educational system, which have a negative impact on their cultural characteristics.
PLEASE EDIT PARAGRAPH AND SEPARATE INTO TWO
Another challenge contributing to educational disadvantage for many Indigenous Australian students is the tokenistic approach whereby culture is rendered in terms of the visible and superficial. Gillian, Mellor, and Krakouer (2017) present the deficit discourse paradigm, which is defined as disempowering cultural patterns, thinking, experiences, language, and practise, which results in irreconcilable disputes and opinions. The deficit discourse portrays an inaccurate view of Indigenous culture labelling it as a narrative of negativity, deficiency, and disempowerment. This multidimensional concept sees that within the classroom environment tokenistic gestures are used to escape criticism and to prevent being disrespectful of culture. Which leads to superficial approaches of teaching culture on a surface level which include food, dancing, festivals and fashion (Rudolph, 2011). With teachers that merely engage in culture on the surface level neglecting developing a deeper and more spiritual understanding and connection to culture, as well as the problems that Indigenous culture has encountered, such as discrimination and power struggles within the colonies result in inadequate pedagogy. Biddle and Priest (2019) reinforce that to limit the challenge issue of tokenism and stereotypes it is beneficial to alter pedagogy to be inclusive of acknowledging the skills, talent, expertise, enthusiasm, and leadership that exist among Indigenous communities and people. To do this some cultural practices to promote holistic cultural approaches may include encouraging and supporting family and community members to share their traditions and views, providing opportunities for students to participate in open-ended cultural experiences, engaging with cultural practices and viewpoints and learning together with students if not confident with culture (Shay & Oliver, 2021). Through decreasing deficit thinking by ensuring that as a teacher you are immersed in cultural protocol, develop cultural efficacy and move beyond surface level understanding. To approach a cultural respovie strategy can be to continue to develop connections to the country, invite elders in, promote reconciliation, discussing issues, giving thanks and gratitude, engaging in critical reflection and using a strength-based approach that inspires a strong sense of cultural identity and belonging. All in all by shifting the focus from a perseverance, which is the deficit paradigm of an ambivalent discursive space of self-determination to a transformed space of self-reflection and challenging preconceptions, to become an advocate for Indigenous culture. The indigenous Australian students are confronted with complications of validation in order to acquire the cultural competency to reduce the gap of relationship structures. Students from various indigenous backgrounds suffer numerous deep-rooted issues in the educational system, which have a negative impact on their cultural characteristics.
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