Indigenous Student Engagement

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Indigenous studies at schools is provided for educating both Indigenous and non-Indigenous students to be prepared for their collaborative future engagement and for more general understanding of the knowledge, cultures, histories and contemporary concerns of Australia’s First People. Philip (2012) discussed how a curriculum can include the perspectives of Australian Indigenous cultures across all aspects of learning including literacy, numeracy, science, and the arts. He explained that the curriculum content should “value the Aboriginal students’ diverse cultural and linguistic heritages; provide real-life classroom contexts, and be open to and encourage modifications of content and pedagogy to reflect their interests and learning needs” (Philip,…show more content…
A real example that describes the importance of the active inclusion of Aboriginal Community and Elders in the Indigenous pedagogies was in northern NSW. They concluded a framework that guides the teachers’ teaching and learning strategies. It focused on the main key points of successful curriculum which are identity, inclusiveness, responsiveness, rights and respect (Pearson, 2000). Teaching in partnership is another way of modeling the active engagement with an Aboriginal educator (like the example mentioned above of my school). “Shared negotiation and decision making about content and pedagogy, as well as overtly modeling respectful and robust debates and discussions, have the potential to bring to life the skills, values and knowledge of cultural responsiveness.”(Martin, 2012,…show more content…
8) demonstrates the links of theoretical positions relating to teaching and learning in Indigenous studies, and in the development of various teaching strategies. In the Aboriginal approaches to learning, it is not enough for the students to only know about the information. Yet, they should be supported, encouraged to own their learning, to bring it into context, and to make it part of their experience. Then, they can reflect on what they have learnt (Pearson, 2000). This theoretical approach have been discussed by Freebody (2003) and Cochran-Smith & Lytle (2009) who mentioned that teachers can incorporate Aboriginal knowledge and perspectives in school programs using different strategies. In the primary context, the students can learn more using different visual aids as one of their interesting learning strategies like, picture books, stories, videos and songs. They will learn the meaning behind them as it will help them to have a new understanding of the beliefs that can only be understood by speaking the language (Harrison, 2008). Furthermore, integrating the technology in delivering the Aboriginal perspectives as one of the general capabilities in the Australian Curriculum provides both the Indigenous and the non-indigenous students with wide information and meaningful learning experience (ACARA,

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