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Understanding Aboriginal Cultural

102085 Perspectives and Indigenous Peoples

Aboriginal and Culturally Responsive Pedagogies Rachel Foster, Sheridan Boyd,
School of Education Benedict Stone and Greg Jeffery

Description of Project Syllabus links and lesson plans Aboriginal site integration and protocols
Site Description 8 ways links to lesson plans and unit outline: Community Consultation
The Australian Museum has two exhibitions that are dedicated to Aboriginal and Torres Strait Islander peoples. The first of these exhibitions' The Australian Museum obtains the services of Aboriginal Education Officers that can assist in the provision of learning and
'Garrigarrang: Sea Country', is concerned with the connection that Aboriginal and Torres Strait Islander people hold to the sea. This exhibit provides understanding for students which incorporates the personal and cultural knowledge's of Aboriginal and Torres Strait Islander people.
opportunities to explore the culture and history of Aboriginal and Torres Strait Islander peoples, providing stimuli that may be utilised through a variety Story Sharing is demonstrated throughout this unit of work by utilising Aboriginal and Torres Strait Islander stories and personal narratives, which This experience is a profound tool for students and teachers undertaking study that incorporates Aboriginal and Torres Strait Islander
of subject areas. The second exhibition; 'Bayala Nura: Yarning Country' outlines the history of Aboriginal and Torres Strait Islander peoples, are integrated throughout the English and History lesson plans. Moreover Drama integrates personal narratives through research.
championing the disparate Aboriginal and Torres Strait Islander cultures that are apparent in Australia. Furthermore, this exhibit contains information histories, cultures, perceptions and experiences. Throughout this unit of work students will have the opportunity to engage with and
and perspectives surrounding the struggle for rights and freedoms of Aboriginal and Torres Strait Islander people, as well as perspectives on Aboriginal Elder or a local member from the Aboriginal community , even though our collaboration with the local Aboriginal
settlement and events in Australian history. Coupled with this, this exhibit allows for students to immerse themselves in the perspectives and history of community is hypothetical for the instance of the assessment it is still imperative to communicate that all respect, ethical
Aboriginal and Torres Strait Islander peoples. Learning Maps is communicated within this unit of work by explicitly addressing any biases and inaccuracy in documentation accessed by students understanding have been taken when collaborating with and asking for guidance form the Aboriginal community in regards to student
regarding Aboriginal and Torres Strait Islander histories and cultures. English uses explicit learning maps through blackout poetry and creative writing
learning about sensitive issues, Aboriginal experiences, perceptions and ideas. It is also important to reflect that even if local
This site provides an invaluable insight into Aboriginal and Torres Strait Islander peoples, with the site having Aboriginal education employees that can pieces. History requires explicit learning maps through inquiry based learning and investigation.
community engagement cannot me made that all effort goes into respecting the histories and culture of Aboriginal and Torres Strait
share personal and cultural knowledges with students. This presents opportunities for students to engage with Aboriginal cultural perspectives rather Islander peoples and communities by addressing biases and ensuring students understand the complexities of published work that
than representations of these perspectives that are often apparent in the classroom environment (Harrison, & greenfield, 2011). The site is affordable,
Non- Verbal is applied throughout the unit of work specifically through the Drama lesson plans by requiring students to perform play building may be culturally inaccurate or misleading.
with the Museum able to offer extensive discounts for schools, which means that the site is geared towards being inclusive for students of a low socio-
economic background. This is furthered through the fact that there are translator services, and disability access available at the school, meaning that exercises and reflections. Moreover History utilises non-verbal intra-personal thinking and learning throughout the visual timeline activity.
the site is able to be experienced effectively by a broad range of students, aligned with the inclusion of students from diverse backgrounds and with Cross Curriculum Priorities
diverse learning needs. The Australian Museum provides opportunities for the meaningful integration of the cross-curricular priorities, allowing for students
Symbols and Images are largely incorporated throughout the unit of work and individual lesson plans. Within English symbols and images are to develop these key skills throughout the learning of the unit. This unit is developed in a manner which allows for the building of key
Our Site Description represented through poetry and creative writing using The Australian Museum as stimulus. History requires students to use symbols and images to skills, utilising the museum to its fullest extent. The unit of work actively incorporates the following cross curriculum priorities across
The unit has been developed to fully utilise the features and benefits of the site, in which the various opportunities that the museum presents can be conduct their inquiry based learning and to create their visual decade maps which will be used to make a timeline. the learning of all three curriculum areas of English, History and Drama.
incorporated into the learning. Through Drama, History and English the museum provides opportunities for the unit to adequately develop the key
skills of understanding and respecting Aboriginal and Torres Strait Islander cultures, and understanding and negotiating with previously held
- Aboriginal and Torres Strait Islander histories and cultures
assumptions about Aboriginal and Torres Strait Islander people, and develop mediums of representing and understanding this information through Land Links create place based learning through The Australian Museum visit and also the school visit by the local Aboriginal community member. All
lessons in English, History and Drama. Out site has been built to integrate the various key tools and components that benefit all students engagement - Intercultural Understanding
subject areas benefit from this visit and will replace all classes for that day to allow valuable interaction with the local Aboriginal community. - Civics and Citizenship
and learning such as the cross curriculum priorities, differentiation and appropriately addressing the Australian Institute for Teaching and School
Leadership standards. - Literacy
- Critical and Creative Thinking
Within English, students use the understandings that are developed and built through both history and drama to allow for the opportunity to refine - Ethical Understanding
skills in the development of writing and general literacy. Furthermore it is through the unit that students directly engage in the process of Non-linear is incorporated within the unit of work and lesson plans by encouraging students to investigate and gain new knowledge about - Personal and Social Capability
understanding and mean making through transference of information across texts and contexts, and through the creative narrative building structures Aboriginal and Torres Strait Islander communities, cultures and histories. English, History and Drama all require students to investigate, inquire, - Information and Communication Technology Capability
to help shape students understandings of Aboriginal and Torres Strait Islander cultures and histories. Moreover the English lessons complement the challenge and community new knowledge and understanding. - Difference and Diversity
learning of History, providing opportunity for students to build on experiences in these lessons and further represent ideas that are suitable for the
outcomes of the English curriculum.
Deconstruct/Reconstruct uses modeling and scaffolding lessons to challenge students perceptions about Aboriginal and Torres Strait Islander
In regards to Drama, students have experiential opportunities to develop and further consolidate their understandings that are built through the
cultures and histories. English deconstructs and reconstructs Aboriginal and Torres Strait islander perceptions by addressing the Apology and creating
experience of the museum, and through the lessons planned throughout the unit of work. It is through the play building exercises, written reflections
creative writing pieces of work. Drama uses deconstructing and reconstructing perceptions of Aboriginal and Torres Strait Islander cultures and
and physical movement of ideas and understandings that students can actively form and develop, construct and deconstruct their understandings
histories through play building.
about Aboriginal and Torres Strait Islander cultures and histories.

Lastly History, the lessons within this unit of work shape and reflect the key underpinnings of the content covered within the English and Drama
lessons. The focus of the History components within this site is based around the Stage Five core study Rights and Freedoms 1945 Present which has Community Links is important to the unit of work as it is an important across all curriculum areas English, History and Drama. The local Aboriginal
clear and direct links to the civil rights activism of Aboriginal and Torres Strait Islander people. It was extremely important that students had a holistic community visit is essential to building upon the skills and knowledge students have gained through the lesson plans and the visit to The Australian
learning experiences about Aboriginal and Torres Strait Islander cultures and histories across the three curriculum areas. Therefore it was important Museum.
that students had clear, accurate and appropriate background knowledge and skills in regards to Aboriginal and Torres Strait Islander cultures and
histories. It was the aim to make sure that all lessons flowed, interrelated and gave purpose to the students undertaking these studies. And the school
visit from an Aboriginal Elder for a member of the local Aboriginal community solidifies and cements the importance of this learning for the students, Links to Literature
proving them with real life experiences through story sharing and hands on knowledge.
There are numerous link to literature throughout our unit of work, our site and individual lesson plans that interrelate to create a
piece of work that brings together learning across multiple curriculum areas such as English, History and Drama. For instance
Qualitative data from teachers and students responses indicated that successful learning and behaviour outcomes when we worked
cooperatively in Indigenous learning circles, but also when students were supported to work autonomously and creatively
(Yunkaporta, T & McGinty, S, 2009, pg.70) This statement was a key focus when building our unit of work and independent lesson
plans, it was imperative that our lesson flowed, corresponded and creative a holistic view of Aboriginal and Torres Strait Islander
AITSL and Community links
histories and cultures. Moreover to optimise learning in Aboriginal and Torres Strait Islander cultures and education studies within
teacher-education programs, it is appropriate and necessary to focus upon the quality, nature and extent of the content within
dedicated subjects and that which exists across a range of discipline-specific subjects (Price, K, 2015, pg.54) this statement underpins
our development of our lesson plans and unit of work, we focused on quality content that was relatable, challenging and reflection of
the past, current and future landscape of Australian society. Lastly, the constructed idea that whites have not had to build tolerance 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
for racial discomfort and thus when racial discomfort arises, whites typically respond as if something is wrong and blame the person
Our site provides strategies for teaching Aboriginal and Torres Strait Islander students by utlising the museum as a tool for learning
or event that triggered the discomfort (usually the person of colour) (DiAngelo, R, 2011, pg.60) has had critical effect in the
and understanding. Incorporating cross curriculum priorities to provide a solid basis for learning for Aboriginal and Torres Strait
implementation of lesson plan ideas and activities, all group members maintained the effort to create content that made students
Islander students.
challenge their personal perceptions and racial ideas. It was vitally important that all content was culturally filtered and biases were
addressed with students. 2.4 Understanding and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-
Indigenous Australians
This standard is achieved by providing students with appropriate cultural and background knowledge about Aboriginal and Torres
Strait Islander cultures and histories, by utlising community consultation to collectively present personal, social and cultural
information and knowledge to the students. Within English students are required to analyse and use stimulus to question, challenge
and communicate accurate reflections of their learning. Within history students undertake inquiry based learning to discuss
Aboriginal and Torres Strait Islander civil rights activism, with shared knowledge acquired from the English and History lessons with
the unit. Within Drama students will acquire knowledge and personal connection to content through play building and reflection,
which will inherently require students to utilise the skills and background information they have gained from their English and History
7.1 Meet professional ethics and responsibilities
Community consultation is an inherently important aspect of any learning that covers Aboriginal and Torres Strait Islander cultures
and histories. Therefore it is the understanding that the lesson plans and unit outline would be communicated and consulted by the
local Aboriginal Community. It is through this process that teachers undertake professional ethics protocols and responsibilities.
7.4 Engage with professional teaching networks and broader communities
This standard is implemented through community consultation with the local Aboriginal community utilising their experiences,
knowledge, histories and cultures to appropriate learning for students in regards to sensitive material. Therefore it is the
understanding that the lesson plans and unit outline would be consulted and communicated with the local Aboriginal community.
Notes about difficulties with consultation and excursions for schools: It is the understanding of this group that in some instances it
would be difficult for schools to organise excursions for students especially those with low socioeconomic families and Aboriginal and
Torres Strait Islander students and families. However for the purpose of the assessment the unit outline incorporates an excursion to
The Australian Museum. Alternatively schools could have a virtual excursion or utilise The Australian Museum website to gain an
understanding of the exhibitions.