Australia has always assumed the position of providing quality education, however collection

of data would indicate otherwise, as international evaluation assessments such as the Program

for International Student Assessment, categorises Australia as quite the opposite from the

above mentioned statement. Evidence from data collection portrays the inequity in schooling

outcomes, with a large gap between Indigenous and non-indigenous students. To further

accentuate the following paragraph, the article, Seeking a Pedagogy of Difference: What

Aboriginal Students and their Parents in North Queensland Say About Teaching and Their

Learning; written by Lewthwaite et al., (2015), is a study undertaken through a participatory

action research method in an attempt to gain insight into several areas which include; goals

for pedological practice, how to implement strategies to achieve such goals and to evaluate

the effectiveness of teaching methods on student learning, just to name a few. Essentially, the

basis of data collection of this study is collected from the indigenous members of the

community and students as to what teaching practices influence their learning and how they

can be improved.

The large gap between indigenous and non-indigenous students indicates that the Australian

education system and its practitioners, are lacking the skills required to adhere to the learning

needs of indigenous students as they do not build upon cultural knowledge and experiences

(MCEECDY, 2008 cited in Lewthwaite et al., 2015). This is suggested through the

participatory action research conducted by Lewthwaite et al., (2015), as the results disclosed

that many indigenous community members (parents) did not feel welcome in classrooms and

felt that themselves and their children could not engage in education as a collective. This is

emphasised by the lack of cultural responsive teaching practices in all key learning areas

(Lewthwaite et al., 2015). In addition, the gap between Indigenous students and non-

indigenous students can be felt in the key learning area of History. In History, Indigenous

students might feel a sense of mistrust and misinformation and therefore, they continuously
disengage from the content. For instance, if Colonialism or ‘White Settlement’ is being

taught, there are usually uninformed biases present. Indigenous student’s reluctance to

participate stems from the teachers lack of cultural knowledge and experiences when it comes

to Indigenous histories and the effects of colonialism (Lewthwaite et al., 2015). This concept

of colonisation and its correlation to the behaviours of students and teachers in schools across

Australia, has resulted in this issue being highly prevalent in contemporary society.

The provided article is a study conducted through a participatory action research method, in

order to gain perceptions about various key areas of concern (Gall, J.P., Gall, M.D., & Borg,

2014).. Participatory action research is an approach to research in communities emphasises

participation and action (Gall J. P., Gall, M. D., & Borg, 2014). It perseveres to understand

that particular community through collaborating with the people in each different community

as well as, reflection on actual data analysis post collective inquiry (Gall, J.P., Gall, M.D., &

Borg, 2014).

Several background projects were of significance to this research as they determined, through

quantitative methods, what practices influenced the learning of Indigenous students

(Lewthwaite et al., 2015). The first project discussed in the article focused on engaging with

Indigenous communities, parents and students in Canada in an attempt to identify

pedagogical actions that influence their learning (Lewthwaite, 2007; Lewthwaite & Renaud,

2009; Lewthwaite & McMillan, 2010; Lewthwaite, Owen, Doiron, McMillan & Renaud,

2013, Lewthwaite et al., 2014; as cited in Lewthwaite et al., 2015). They discovered that by

connecting with students on a cultural level, will influence Indigenous student’s engagement,

and thus, they would have a better chance at succeeding at school.

The second research project that is significant to this study was the Te Kotahitanga project,

which was conducted in New Zealand by Bishop et al., (1999, 2003 as cited in Lewthwaite et
al., 2015). Through qualitative research methods, such as interviews with Maori students, the

researchers identified several cultural responsive practices that lead to positive learning

environments and over all higher success rates for indigenous students (Lewthwaite, 2015).

In summary, both research projects are parallel and significant because they identify, through

the views of indigenous students, the effective teaching practices that contribute to their

success as learners (Lewthwaite et al., 2015).

The research conducted by Lewthwaite et al., (2015) is specific to Catholic Education in

North Queensland, and focuses on teacher cultural competence in schools and acknowledge

culturally responsive classroom pedagogy as an adjustment to regular classroom practices

when it comes to meeting the needs of Indigenous students (Lewthwaite et al., 2015). The

study aims to ‘(a) identify common goals for pedagogical practice, (b) implement strategies

for accomplishing these goals at the classroom and school level, (c) assess the effectiveness

of the teaching practices on student learning outcomes and the efforts to attain set goals, and,

finally, (d) respond to the evaluations with further courses of action’ (Lewthwaite et al., 2015,

p.137). The researchers want to draw upon the school community as a collective so they

sample, teachers/teacher’s aides, parents, students, administrators and community members,

however the study only reports on students and parents (Lewthwaite et al., 2015).

The information they collect is qualitative information as the researchers collect student data

from individual interviews with (i) 27 grade 9-12 students, who identify as Indigenous, in

four schools, (ii) group interviews with 16 grade 9-12 students from four schools and finally,

(iii) individual and group interviews with 27 parents and caregivers, some being indigenous

teachers, from all five schools (Lewthwaite et al., 2015). The interviews focused on

individuals identifying various teaching and learning experiences they had in informal

(home/community) and formal (school) contexts, as well as, describing what their teachers

did to assist them in their learning (Lewthwaite et al., 2015). In addition, they were also asked
what they would change and improve about their teachers’ teaching methods in order to

achieve a higher-quality education and what they would want their new teacher to understand

about themselves (Lewthwaite et al., 2015). Each interview was left as an open discussion,

where students and parents had the opportunity to answer any of the statements listed above

(Lewthwaite et al., 2015). All the interviews were audio-recorded and then transcribed, then

further analysed by the research team.

Before writing any recommendations Lewthwaite et al., (2015) organised the results in

thematic responses, these themes include anonymous vignettes by parents/guardians and

students. This enabled individuals who took part in the research to mask their identity, and

individuals who are reading the study can easily locate what the students and parents thought

were effective and ineffective teaching practices. The conclusions found that there was a

distinct difference between parents and students, for instance, parents/guardians refer to

systemic issues in the education system, whilst the student referred to expressions of these

issues in the way teacher’s practice (Lewthwaite et al., 2015). The results signified the

concerns in contemporary communities about the education system. In this way, responding

to these concerns becomes pivotal for growth and improvement to occur in such

communities, and thus, the researchers generated a framework for Culturally Responsive

Pedagogy as a recommendation, and a differentiation, to combat inequalities Indigenous

students face (Lewthwaite et al., 2015).

To be a culturally responsive teacher, is to be an effective teacher, as they respond with

agency to the cultural norms of the diverse backgrounds students represent (Lewthwaite et

al., 2015). Cultural responsive teachers are able to use cultural knowledge, prior experiences,

frames of reference and performance styles of students as a lens for reconsidering their

teaching and role as a teacher to make learning encounters more relevant and effective (Gay,

2000; Perso, 2012; Yunkaporta, 2010 as cited in Lewthwaite et al., 2015). As a result, the
academic achievement of Indigenous students will improve when classroom instruction is

delivered through their own cultural experiences (Au & Kawakami, 1994; Gay, 2000;

Kleinfeld, 1975; Ladson-Billings, 1994, 1995).

For teachers, it is extremely important to conduct a lesson plan that is inclusive, and caters to

all students with diverse backgrounds. For instance, the Australian Curriculum Lessons

(2013) website, offers a range of lesson plans for teachers to administer in their classrooms.

The lesson plan below, Making a Nation, is in reference to the year 9 history unit, Australian

History and is linked to the Australian Curriculum through the learning outcome: Understand

the landscape in terms of the Aboriginal population in Australia before 1788 (Australian

Curriculum Lessons, 2013). This lesson plan is expected to discuss the effects of contact

between European settlers in Australia and Indigenous people (Australian Curriculum

Lessons, 2013). There are alarming issues with this lesson if it were to be taught to

indigenous students. Firstly, it is not active culturally responsive teaching as it lacks a lot of

in depth background knowledge for both the European aspect of the lesson plan and the

Indigenous side, this includes, not mentioning the impact industrialism and socialism in

Europe in the 20th century.

Steps 2-3 does not include

points about Industrialism- to
simply compare based on
religion & languages could
seem bias or unfair to
Indigenous students who are
participating in the lesson
and therefore would need
revisions based on the
recommendations.
In relation to Lewthwaite et al., (2015), what makes an effective teacher is a culturally

responsive one. Culturally responsive teachers respond to cultural norms of students with

diverse background with agency. In addition, effective culturally responsive teachers would

use cultural knowledge, prior experiences, frames of reference as well as performance styles

of students as a viewpoint for re-evaluating their teaching skills, and their role as an educator,

to make learning experiences pertinent and effective (Lewthwaite et al., 2015). This lesson

plan, in reference to the article, is not administering culturally responsive pedagogical

practices and therefore revisions would need to be done in order for students to receive a

greater quality learning experience.

One revision to the lesson plan may consist of the teacher discussing the diverse languages of

the Aboriginal population and acknowledging each Indigenous tribe as different, for a longer

period of time. Teachers can begin to question students’ on whether they knew about all the

diverse languages, add any comments they have, rather than just looking at a map that lists

content in front of them. The focus is to allow Indigenous students to engage more in the

activity, as it is suggested by Lewthwaite et al., (2015), teachers who incorporate the

student’s, and their own, background knowledge throughout their teaching practices are more

likely to reach higher results and higher levels of engagement/participation in the classroom.

If this lesson plan was in practice whilst teaching Indigenous students, teachers would have to

critically reflect on the way they perform this task. Instead of comparing and contrasting

maps to view the differences between Europe in the 20th century and the Indigenous

population, teachers could conduct a whole class mind-map therefore allowing the students to

speak on their background knowledge without constant interference from the teacher. In this
way, mind maps could assist in pointing out the differences in the cultures, but also realise

similarities, and it may be more informative if than simply looking at two different maps and

talking about the difference. If students are having a whole class discussion about the

contrasting factors, they are more likely to be engaged in the lesson, as they are able to voice

their own opinion and beliefs, as well as, reflect on what they have been taught. As a result, if

there is some form of summative assessment at the end of the unit/topic, the cultural

responsive pedagogical approach should reveal higher academic achievement, especially if

they are learning from each other’s cultural experiences (Au & Kawakami, 1994; Gay, 2000;

Kleinfeld, 1975; Ladson-Billings, 1994, 1995). This activity will allow teachers to assess

their culturally responsive techniques and if they influenced the engagement of Indigenous

students, as this is one of the educational needs of Indigenous students as suggested by

Lewthwaite et al., (2015).

One positive point with the lesson plan is how the students are instructed to work in pairs

(Australian Curriculum Lessons, 2013). This aspect of the lesson is well thought out as

students are given the chance to work together and reveal their knowledge of the topic at

hand. In this way, teachers will be able to draw connections between what knowledge

students view as being important, as well as, seeing the limitations of what students really

know about Australia and its First Nation population in relation to its connection to European

settlers. Drawing on the suggestion made by Lewthwaite et al., (2015), because this lesson

plan is incorporating student’s own prior knowledge to the task, there should be greater levels

of engagement and overall higher quality of the results.

In conclusion, it is evident in contemporary society that there is a large gap between

Indigenous students and non-indigenous students within the Australian education system. As

a result, Indigenous members of the community: students, parents, teachers, community

elders, were made to participate in a research project which investigated what teaching
methods influence Indigenous students, and how the appropriate methods can be improved.

Based off this research, the data concluded that indigenous students respond well to cultural

responsive teaching, as it is focused on responding to cultural norms via background and

cultural experience, frames of references, and the performance styles of students in order to

achieve better marks, and increase engagement in classrooms. Through critical reflection on

themselves, teachers will be able to administer this practice in Australian classrooms as it

assists in not only closing the gap for Indigenous students, but catering to their needs of a

positive learning environment.

Reference List:

Au, K. H., & Kawakami, A. J. (1994). Cultural congruence in instruction. In E. R. Hollins, J.

E. King, & W. C. Hayman (Eds.), Teaching diverse populations: Formulating a

knowledge base (pp. 5-23). Albany: State University of New York Press.

Australian Curriculum Lessons. (2013). Making a Nation. Retrieved from

http://www.australiancurriculumlessons.com.au/2013/05/30/making-a-nation-history

lesson-yr-9-australian-history/

Gall, M. D., Gall, J. P., & Borg, W. R. (2014). Action Research (pp. 503-518). Upper Saddle

River, NJ: Pearson.

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York:

Teachers College Press.

Kleinfeld, J. (1975). Effective teachers of Eskimo and Indian students. School Review, 83(2),

301-344.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American

children. San Francisco: Jossey-Bass.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. (pp.465-491).

American Educational Research Journal, 32(3).

Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Laffin, G.,

Harrison, M., Day, C., Kemp, C., & Wills, J. (2015). Seeking a Pedagogy of
Difference: What Aboriginal Students and Their Parents in North Queensland Say

About Teaching and Their Learning. Australian Journal of Teacher Education, 40(5).

http://dx.doi.org/10.14221/ajte.2015v40n5.8