Knowing the content and how to teach it, Aboriginal pedagogies and curriculum content
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 2: Know the content and how to teach it
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2 Organise content into an effective learning and teaching sequence.
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
(AITSL, 2017)
Professional Understanding
ACARA supports curriculum content which addresses issues faced by students to provide connection to learning (Lowe & Yunkaporta, 2018). This unit improved my understanding of how integrate Aboriginal and Torres Strait Islander histories and cultures within the Design & Technology and Textiles & Design teaching areas. Land-based learning, orgal oral culture, languages, community engagement and photoyarning methods (Rogers, 2019) can support design methods, research and purpose. Integration of Aboriginal processes rather than simply teaching culture as exotic relics (Yunkaporta & Kirby, 2011) demonstrates deeper culturally responsive teaching and learning.
Evidence
The Berry Island activity consolidates historical significance and cultural knowledge and understanding, with application of land-based learning and design communication (Figure 2). The carved boab nut (Figure 3) and textile weaving (Figure 3) provided me insight into endless ways that Aboriginal technologies and tools translates to Design or Textiles projects which centre Aboriginal histories and cultures by investigating curriculum outcomes of past and current technologies (NSW Education Standards Authority [NESA], 2019, 2019a) historical and cultural textile influences (NESA, 2017; Board of Studies, 2013, 2013a), and potentially integrating 3D printing (Figure 5) or laser cutting engraving methods for ICTs and improved student engagement.
Where to next
The evidence above support student engagement, but more importantly they develop respect and understanding for Aboriginal cultures and community connection. I seek to expand community connections through community engagement and land-based service learning to provide real-life connections to design solutions, knowledge integration and development of socio-emotional skills to support students understanding of diversity. My goal is to utilise community connections to develop transferable skills for design empathy around target markets and user needs within the TAS teaching areas. I am presently collating activities and teaching resources such as the above examples to support this.
References
8 Ways. (n.d.). 8 Aboriginal Ways of Learning: Aboriginal pedagogy.
https://www.8ways.online/
Australian Institute for Teaching and School Leadership. (2017). Teacher Standards. Retrieved April 22, 2022, from
https://www.aitsl.edu.au/standards
Board of Studies New South Wales (2013). Design and Technology Stage 6 Syllabus. Retrieved April 21, 2022, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies/textiles-and-design-syllabus
Board of Studies New South Wales (2013a). Textiles and Design Stage 6 Syllabus. Retrieved April 21, 2022, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies/textiles-and-design-syllabus
Lowe, K., & Yunkaporta, T. (2018). The inclusion of Aboriginal and Torres Strait Islander content in the Australian National Curriculum: A cultural, cognitive and socio-political evaluation. Redress, 27(2), 18–30. https://search-informit-org.ezproxy.uws.edu.au/doi/10.3316/aeipt.223560
New South Wales Aboriginal Education Consultative Group Inc. (2022). Download AECG Languages App. Retrieved April 24, 2022, from https://www.aecg.nsw.edu.au/download-aecg-languages-app/
NSW Education Standards Authority. (2017). NSW Syllabus for the Australian Curriculum: Technology Mandatory Years 7-8 Syllabus. Retrieved April 24, 2022, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies
NSW Education Standards Authority. (2019). NSW Syllabus for the Australian Curriculum: Design and Technology Years 7-10 Syllabus. Retrieved April 22, 2022, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/technology-mandatory-7-8-new-syllabus
NSW Education Standards Authority. (2019a). NSW Syllabus for the Australian Curriculum: Textiles Technology Years 7-10 Syllabus. Retrieved April 24, 2022, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/textiles-technology-2019
Rogers, J. (2019). Photoyarn: An arts-based indigenous research methods for students. In K. Price & J. Rogers (Eds.), Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession (3rd ed., pp. 214-228). Cambridge University Press.
Yunkaporta, T., & Kirby, M. (2011). Chapter 12: Yarning up Indigenous pedagogies: A dialogue about eight Aboriginal ways of learning. In N. Purdie, G. Milgate, & H. R. Bell (Eds.), Two way teaching and learning: Toward culturally reflective and relevant education (pp. 205-213). ACER Press.