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14 May 2019
ACSA BIENNIAL CURRICULUM CONFERENCE
Developing pedagogical practice through culturally inclusive curriculum
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14 May 2019
Biography
Kym 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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3. Our aim was to produce a subject that provides:
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14 May 2019
Our aim was to produce a subject that provides:
well structured, inclusive, cross-curricula education partnerships
quality Indigenous education for undergraduate teachers
culturally appropriate pedagogical practice through culturally inclusive curriculum.
The opportunity for students to reflect using the 4R’s model
clear alignment with ACSA’s Australian curriculum principles. .
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4. EDU3IED – Subject Intended Learning Outcomes
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14 May 2019
EDU3IED – Subject Intended Learning Outcomes
Upon 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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5. AITSL – Australian Professional Standards for Teachers
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14 May 2019
AITSL – Australian Professional Standards for Teachers
1.4
Demonstrate 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.
2.4
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. .
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14 May 2019
The participants
Our 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.
Talk about the region and the students
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14 May 2019
4R’s a reflective model
Our version of the 5R’s of reflection model (Bain, Allantyne, Mills, and Lester (2002).
Reporting
Responding
Relating
Reasoning
Reconstructing
Reporting
Relating
Reasoning
Reconstructing
We collapsed the first two headings into one heading
We wanted to verbally elicit Respones about observations, feelings and questions about issues
We created an information rich learning environment by having Aboriginal and Torres Straight Islander presenters who shared lived-experiences, who better to share responses with?
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14 May 2019
Our 4 R’s Model
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.
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14 May 2019
Reporting
Descriptive account of the situation, incident or issue
Storytelling
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 Straight 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.
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14 May 2019
Relating
Drawing a relationship between current personal or theoretical understandings and the situation, incident or issue
Indigenous relationship
Perhaps one of the most critical components of the 4R’s model is that it may encourage pre-service teachers to relate to Aboriginal and Torres Straight 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.
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14 May 2019
Reasoning
An exploration, interrogation or explanation of the situation, incident or issue
Lore
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 subject
Talk about how you all got yarning about that - Who and where
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14 May 2019
Reconstructing
Drawing 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
In the subject Indigenous Education [EDU3IED] our aim is to develop in our students an understanding and an appreciation of Aboriginal and Torres Straight 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 Straight Islander children and maximise learning outcomes.
Additionally, students investigate teaching Aboriginal and Torres Straight 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.
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14 May 2019
Indigenous
Education
EDU3IED
The program of work
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14. Bringing it all together
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14 May 2019
Bringing it all together
The 4R’s 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.
Each 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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Thank You
Questions
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