developing pedagogical practice through culturally inclusive curriculum

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ACSA BIENNIAL CURRICULUM CONFERENCE. Developing pedagogical practice through culturally inclusive curriculum. Biography. - PowerPoint PPT Presentation

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  • Developing pedagogical practice through culturally inclusive curriculum

    ACSA BIENNIAL CURRICULUM CONFERENCE

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  • 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.

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  • Our aim was to produce a subject that provides:well structured, inclusive, cross-curricula education partnershipsquality Indigenous education for undergraduate teachers culturally appropriate pedagogical practice through culturally inclusive curriculum.The opportunity for students to reflect using the 4Rs modelclear alignment with ACSAs Australian curriculum principles.

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  • EDU3IED Subject Intended Learning OutcomesUpon successful completion of this subject, you should be able to:Investigate Australian Indigenous culture in schools and community.Explain the issues that impact on Indigenous learners and how they influence educational outcomes.Critically examine personal assumptions, preconceptions and values when relating to Indigenous Australia.Design Indigenous curriculum opportunities and teaching resources, incorporating educational technologies.

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  • AITSL Australian Professional Standards for Teachers1.4Demonstrate 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.

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  • The participantsOur 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.

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  • 4Rs a reflective modelOur version of the 5Rs of reflection model (Bain, Allantyne, Mills, and Lester (2002).ReportingResponding

    RelatingReasoningReconstructingReporting

    RelatingReasoningReconstructingWe collapsed the first two headings into one heading We wanted to verbally elicit Respones about observations, feelings and questions about issues

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  • Example presentation title Page *Our 4 Rs Model

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  • ReportingDescriptive account of the situation, incident or issueStorytelling

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  • RelatingDrawing a relationship between current personal or theoretical understandings and the situation, incident or issueIndigenous relationship

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  • ReasoningAn exploration, interrogation or explanation of the situation, incident or issueLore

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  • ReconstructingDrawing 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

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  • Indigenous EducationEDU3IED

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  • Bringing it all togetherThe 4Rs 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.

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  • Example presentation title Page *Thank You

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    Example title for notes and handoutsExample title for notes and handouts*Example footer for notes and handouts*Example footer for notes and handoutsExample title for notes and handouts.Example title for notes and handouts*Example footer for notes and handouts*Example footer for notes and handoutsExample title for notes and handouts.Example title for notes and handouts*Example footer for notes and handouts*Example footer for notes and handoutsExample title for notes and handouts.Example title for notes and handouts*Example footer for notes and handouts*Example footer for notes and handoutsExample title for notes and handouts.Example title for notes and handouts*Example footer for notes and handouts*Example footer for notes and handoutsExample title for notes and handoutsExample title for notes and handouts*Example footer for notes and handouts*Talk about the region and the studentsExample footer for notes and handoutsExample title for notes and handoutsExample title for notes and handouts*Example footer for notes and handouts*We created an information rich learning environment by having Aboriginal and Torres Strait Islander presenters who shared lived-experiences, who better to share responses with?Example footer for notes and handoutsExample title for notes and handoutsExample title for notes and handouts*Example footer for notes and handouts*Discuss how we made connections between the 4 headings what we do and the Indigenous relationship

    Discuss that students had to write reflective pieces / personal responses to the presentations, readings and resources.An evidence trail of the impact on them as individuals and as teachers of being involved in the subject.

    Example footer for notes and handoutsExample title for notes and handoutsExample title for notes and handouts*Example footer for notes and handouts*we attempt to focus pre-service teachers attention on how they may unwittingly foster disempowering environments for students and how to address this by recognising their own ideological positions. Challenging pre-conceptions of Aboriginal and Torres Strait Islander Australians by moving beyond the fix it deficit mentality, to an approach that values Indigenous worldviews and culture is critical, and so we connect with the notion of Reporting. Example footer for notes and handoutsExample title for notes and handoutsExample title for notes and handouts*Example footer for notes and handouts*Perhaps one of the most critical components of the 4Rs model is that it may encourage pre-service teachers to relate to Aboriginal and Torres Strait Islander knowledge/perspectives and to aid the process of reconciliation in practice by improving knowledge, understanding and appreciation.

    However, it is important to situate the participants before preparing learning opportunities.

    Example footer for notes and handoutsExample title for notes and handoutsExample title for notes and handouts*Example footer for notes and handouts*In 2010, an overall Course review found challenges facing the University in Indigenous Education funding, staffing and staff shortages, course structure, and an already overcrowded curriculum. So we re-developed and re-designed our Indigenous Education subjectTalk about how you all got yarning about that - Who and whereExample footer for notes and handoutsExample title for notes and handoutsExample title for notes and handouts*Example footer for notes and handouts*In the subject Indigenous Education [EDU3IED] our aim is to develop in our students an understanding and an appreciation of Aboriginal and Torres Strait Islander Education in Australian schools. Therefore, students examine the cultural, political, social, economic, and health issues that impact on Indigenous children. They also explore educational strategies and pedagogies to support Aboriginal and Torres Strait Islander children and maximise learning outcomes. Additionally, students investigate teaching Aboriginal and Torres Strait Islander education in classrooms in a direct effort to promote positive attitudes in all communities and to apply Indigenous cultural protocols when teaching and working with Indigenous students and community. Example footer for notes and handoutsExample title for notes and handoutsThe program of workExample title for notes and handouts*Example footer for notes and handouts*Example footer for notes and handoutsExample title for notes and handoutsEach semester, at the conclusion of Indigenous Education [EDU3IED] unit we find our students quite emotional about their experience.

    At La Trobe we continue to develop our work and to adopt pedagogical practices that position this subject not as a stand alone subject in the third year of the Pre-service teacher program, but as a key to the teaching of Indigenous perspectives across the entire curriculum, as envisaged in the new national curriculum, and as prompted by Rigby (2011). Our aim is to build around this subject and to create a more culturally inclusive, useful, and respectful approach, one that reflects a diverse population with diverse knowledge and viewpoints.

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