Ethical Statement: *I understand that the term ‘First Nations’ refers to both Aboriginal and Torres Strait Islander peoples, however, for the purpose of this reflection, I will be using ‘First Nations’ as a collective term.
*First Nations peoples’ connection to their Country, community, and language is deeply meaningful and a fundamental aspect of their cultural identity, of which they rely heavily on to engage in learning processes (Hammond, 2015). It is imperative educators recognise the importance of this cultural connection, initiating opportunities to get to know their *First Nations students’ backgrounds and experiences, and extend their appreciation for their culture, values and beliefs (Vass, 2017).
Culturally responsive pedagogy (CRP) is a student-centred approach to teaching that promotes students’ cultural identities, histories and perspectives, guiding decision-making to leverage cultural knowledge and foster holistically relevant and engaging learning (Gay, 2010). This equitable and inclusive practice embraces diversity as a valuable learning asset, incorporating a strengths-based approach to preserve deeper elements of Indigenous cultures, including languages, beliefs and practices (Samuels, 2018). Kinship is a central element of *First Nations peoples’ culture and community, defining relationships, responsibilities, and behaviours towards others. Therefore, as a precursor to learning, CRP teachers endeavour to form authentic teacher-student partnerships built on firm foundations of mutual trust, effective communication, and close social and spiritual connection (Hammond, 2015). Educators who establish a nurturing kinship that celebrates learning, instil their class with confidence, promoting engagement, and developing in *First Nations children a sense of belonging within their classroom (Samuels, 2018).
To become a culturally responsive practitioner, I will implement strategies to acknowledge and embrace Indigenous Australians’ ways of knowing, being and doing, through the implementation of the highly pertinent, Eight-ways Aboriginal Pedagogy Framework (Yunakporta, 2009). This student-centred instructional approach stipulates eight practical classroom strategies, cohesively interconnected to effectively deliver deep-cultural learning, contextualising the curriculum with authentic connections to *First Nations students’ cultural and linguistic backgrounds. For instance, a prominent element of the Eight-ways Framework is Story Sharing, an invaluable strategy to *First Nations people who rely on an oral culture, transmitting knowledge and their deep connection to Country through narrative-driven learning (Yunkaporta, 2009). The Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership, 2018, APST 1.4/2.4) endorse this framework’s efficacy, intrinsically motivating both Indigenous and non-Indigenous learners, encouraging cross-cultural understanding, promoting reconciliation, and fostering an inclusive classroom community. Linking content to local land, Country, community, language, and dialect supports participation and ignites cognitive development, empowering students to extend their learning capacity, embrace their cultural identity and become confident, independent learners (Hammond, 2015).
References
Australian Institute for Teaching and School Leadership (AITSL). (2018). Australian Professional Standards for Teachers (APST) (Rev. Ed.). https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
Hammond, Z. (2015). What’s culture got to do with it? In Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students (1st ed., pp. 22–29). Corwin Press.
Learning for Justice. (2010, June 18). Introduction to culturally relevant pedagogy [Video]. YouTube. https://www.youtube.com/watch?v=nGTVjJuRaZ8
Samuels, A. (2018). Exploring culturally responsive pedagogy: Teachers’ perspectives on fostering equitable and inclusive classrooms. SRATE Journal, 27(1), 22–30.
Vass, G. (2017). Preparing for culturally responsive schooling: Initial teacher educators into the fray. Journal of Teacher Education, 68(5), 451–462. https://doi.org/10.1177/0022487117702578 journals.sagepub.com/home/jte
Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface [Professional Doctorate (Research) thesis, James Cook University]. https://doi.org/10.25903/qw6q%2D2h64
