Knowing students and how they learn, harnessing knowledge and understanding of Aboriginal histories, culture and pedagogies
This is one of 7 parts of a task addressing the Graduate Australian Professional Standards for Teachers (AITSL, 2017) for the unit Aboriginal & Culturally Responsive Pedagogies TEAC7001, co-ordinated by Shirley Gilbert (2022) at Western Sydney University.
Standard 1 | Standard 2 | Standard 3 | Standard 4 | Standard 5 | Standard 6 | Standard 7
Graduate Standard 1: Know students and how they learn
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
(AITSL, 2017)
Professional Understanding
Teachers must understand and respect student backgrounds, cultures, identities, and abilities to support their learning. This unit has deepend my knowledge about the diversity of Aboriginal student identities, linguistic backgrounds, processes and perspectives such as the significance of land and community connections. Writing my essay supported utilising Module 1-4 has prompted critical reflection which illuminated how postcolonial systemic inequity impacts student identity, wellbeing, academic performance, attendance and retention (Australian Government, 2020), and the detrimental effects of educational deficit thinking (Bodkin-Andrews & Carlson, 2016). I aim to strengthen my knowledge of Aboriginal languages and dialects to connect with students and integrate Aboriginal narratives and dialogic ways of learning (8 Ways, n.d.).
Evidence
The leaf painting activity combines Aboriginal processes with an identity mapping (8 Ways, n.d.), allowing me to gain knowledge and understanding about, and differentiate for students’ interest and backgrounds, combining land links, cultural knowledge and opportunity for yarning (8 Ways, n.d.). This supports student interaction, self-direction, identity-building and creativity. The existence of 250 Aboriginal languages, encompassing 800 dialects, in Australia neccessitates the need for ongoing prodessional development in understanding Aboriginal languages (AITSIS, n.d.).
Where to next
I wish to facilitate yarning activities to explore 8 Ways identity maps (8 Ways, n.d.a) to strengthen mutual understanding between myself, students and peers. I would extend this to introductory dialogic problem solving and for the Design & Technology context, to support student identity and class community. I have also downloaded the NSW AECG Languages App (New South Wales Aboriginal Education Consultative Group Inc, 2022) to strengthen my communication with Aboriginal students.
References
8 Ways. (n.d.). Your identity map
hhttps://www.8ways.online/your-identity-mapttps://www.8ways.online/
Australian Government. (2020). Closing The Gap Report.
https://ctgreport.niaa.gov.au/sites/default/files/pdf/closing-the-gap-report-2020.pdf
Australian Institute for Teaching and School Leadership. (2017). Teacher Standards.
https://www.aitsl.edu.au/standards
Australian Institute of Aboriginal and Torres Strait Islander Studies. (n.d.). Living languages | AIATSIS. Retrieved April 19, 2022, from https://aiatsis.gov.au/explore/living-languages
Board of Studies NSW. (2008). Working with Aboriginal Communities, A Guide to Community Consultation and Protocols (Revised 2008 ed.).
https://ab-ed.nesa.nsw.edu.au/files/working- with- aboriginalcommunities.pdf
Bodkin-Andrews, G., & Carlson, B. (2016). The legacy of racism and Indigenous Australian identity within education. Race Ethnicity and Education, 19(4), 784-807. https://doi.org/10.1080/13613324.2014.969224
Buckskin, P. (2019). Engaging indigenous students: The important relationship between Aboriginal and Torres Strait Islander students and their teachers. In Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession (3rd ed., pp. 272-293). Cambridge University Press.
New South Wales Aboriginal Education Consultative Group Inc. (2022). Download AECG Languages App.
https://www.aecg.nsw.edu.au/download-aecg-languages-app/