It is known information that the first standard in the Australian Professional Standards for Teachers (APSTs) is to know your students and how they learn. Teachers must have an understanding of who their students are, their background, strengths and where they come from. For Aboriginal and Torre Strait Islander learners it is imperative that teachers have an understanding that to these people that Country is inherent to identity (Hayward C., 2021). It is important as well that we as teachers have the understanding that Aboriginal and Torre Strait Islander people are acknowledged as the first Australians and have a special relationship with land, sea, sky and waterways, their unique history and cultural diversity and their ways of being, knowing, thinking and doing (ACARA). A key difference to be aware of when teaching Aboriginal and Torre Strait Islander learners is language, as many of these people do not speak English as their first language and knowing that some can also speak English in different dialects (Queensland Department of Education, 2013). As a teacher it is important to acknowledge that their learners can strongly identify with one or more traditional languages and that they should be acknowledged in the classroom setting. Teaching should be adaptable and permit space for these learners to use their native languages and ways of speaking, encouraging a greater connection with their culture.
A key pedagogical approach that would benefit First Nation learners in the classroom is Culturally Responsive Teaching (CRT). CRT is about using students’ customs, characteristics, experience, and perceptions as tools for enhanced classroom teaching (M. Will, 2022). First Nation learners as we know have a special relationship with land, sea, sky and waterways, their unique history and cultural diversity and their ways of being, knowing, thinking and doing which are integral parts of their identity and learning. This pedagogy would be effective and benefit our First Nation learners because teachers are able to incorporate these elements into the classroom consequently making the learning more significant and meaningful to our First Nation learners.
Reference List:
Australian Curriculum, Assessment and Reporting Authority (ACARA). Guiding principles. Australian Curriculum. https://www.australiancurriculum.edu.au/media/1536/guiding-principles.pdf
M. Will, I. Najaroo. (2022, April 18). Education Week . Retrieved from What is Culturally Responsive Teaching: https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04
Professor Colleen Hayward, EdResearch. (2 July,2021). Knowing your students and knowing country. Australian Council for Educational Research. https://www.edresearch.edu.au/other/articles/knowing-your-students-and-knowing-country
Queensland Government Department of Education. (2013) Capability framework for teaching Aboriginal and Torres Strait Islander EAL/D learners. Queensland Government. https://education.qld.gov.au/student/Documents/capability-framework-teaching-aboriginal-torres-strait-islander-eald-learners.pdf
