This blog post will outline personal reflections that have shaped my teaching practice when working with First Nations learners.
Growing up in the 90’s as a white girl in a very small, suburban primary school, I had little interaction with children from diverse backgrounds. The narrative at the time from media and society, was that white people were superior to First Nations people. Our education in social studies painted the image of white people making the country better, knowing more, and generally better people than First Nations people.
Now, upon critical reflection of my upbringing and societal narratives, I know better. I can recognise the whitewashing of Australia’s history that has led to biases and assumptions within our society. Atrocious actions from over 200 years ago continue to impact First Nations’ people today. Combined with the intergenerational trauma that still exists, government leaders and well-intentioned people seek to rectify the damage by closing the gap between First Nations students and non-Indigenous students which often leads to a culture of low expectations.
Thankfully, the integration of Cross-Curriculum Priorities embedded without our education system, recognises the importance of seeing both side of the story, acknowledging and reflecting on the past, and celebrating diversity (ACARA, n.d.).
Our job as teachers has been outlined through the APST’s. The standard that I always come back to during my learning, teaching, and reflection, is the first – Know your students and know how they learn (AITSL, 2017).
Our job is to make connections and build relationships with students. I could begin to talk about brain connections, safety through connection and Maslow’s theories for learning as part of a culturally responsive practice. However, more simply, this is how we get to know our students, including their strengths, contributions, and needs as learners.
For First Nations students, we need to become aware of their culture. Every First Nations mob will have their own specific knowledge and practices. This includes language, traditions, connections to Country, history, and local knowledge. There may be two Aboriginal students in your class, but they may come from different locations and mobs that will have different values and customs. It is imperative that we get to know our students on a more personal level while keeping in mind the cultural differences that will be present for all learners.
As this post explains, there are specifics that need addressing depending on the circumstances of all students. However, when supporting First Nations learners, there are practices that we already implement that will improve learning outcomes. Consider the following. Have you ever…
Delivered learning content through stories?
Used learning walls to map the process of learning?
Used hand actions to help students remember information?
Used images or symbols to connect ideas?
Scaffolded lessons to develop deeper understanding?
Well then, you’ve been using First Nations ways of learning within your class. Yunkaporta’s (2009) Eight Ways of Learning shows ways of knowing, being, doing, and learning that have been used throughout First Nations culture for generations.
As this post explains, there are specifics that need addressing depending on the circumstances of all students. However, when supporting First Nations learners, there are practices that we already implement that will improve learning outcomes.
Consider the following. Have you ever…
- Delivered learning content through stories?
- Used learning walls to map the process of learning?
- Used hand actions to help students remember information?
- Used images or symbols to connect ideas?
- Scaffolded lessons to develop deeper understanding?
Well then, you’ve been using First Nations ways of learning within your class. Yunkaporta’s (2009) Eight Ways of Learning shows ways of knowing, being, doing, and learning that have been used throughout First Nations culture for generations.
Pedagogical practices like these are effective and commonly used within most classrooms. By drawing further into the cultural connections while utilising practices like this, students will further develop personal and social twenty-first century skills of Australian learners.
https://www.qcaa.qld.edu.au/senior/senior-subjects/general-subjects/21st-century-skills
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d.). The Australian Curriculum: Cross Curricular Priorities – Aboriginal and Torres Strait Islander Histories and Cultures. Australian Curriculum version 9. https://bit.ly/4aZ7omM
Australian Institute of Teaching and School Leadership. (2017). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/teach/standards
Queensland Curriculum and Assessment Authority. (2024). 21st century skills: Preparing students for a changing world. QCAA. https://www.qcaa.qld.edu.au/senior/senior-subjects/general-subjects/21st-century-skills
Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface. PhD thesis. James Cook University.
