Aboriginal & Culturally Responsive Pedagogies Alper Karabork 17796675

Assessment – Reflection

Throughout the Aboriginal & Culturally Responsive Pedagogies, the unit allowed myself to
explore and learn new cultures, while implementing these cultures into lessons and units
through different stages. The challenges and learning experiences that I have encountered
throughout Aboriginal and Culturally Responsive Pedagogies were completely new to me
and many were teaching that I have never done or seen before during my previous studies.
The unit consisted of one essay, one presentation which involved a site visit, and a Stronger
Smarter quiz, which required myself to study and understand education for Aboriginal and
Torres Strait Islander students. These tasks and assessments allowed me to understand and
engage with research, perspectives and practices associated with successful and culturally
appropriate curriculum and pedagogy for teaching Aboriginal and Torres Strait Islander
students.

Before commencing this unit, the ideas that I had regarding Aboriginal students and
Aboriginal education was minimal. My knowledge surrounding the topic wasn’t where it
should be and the ideas that I had initially had in my mind were very different compared to
what I have learnt. Initially I didn’t think much about implementing Aboriginal education
into Music, and only knew one way to do so if I had to. However, after some readings and
attending the unit, it broadened my views about how to approach and teach Aboriginal
education, not only to Aboriginal and Torres Strait Islander students, but to everyone in the
classroom. The prescribed text ‘Aboriginal and Torres Strait Islander Education’ by Price;
2015) was a real opener in terms of how I should teach and apply teachings into teaching
pedagogies. The book offers perspectives and shares other experiences from various
authors and educators which enhanced my views regarding this topic. The importance of
this topic is critical not only for educators, but for students as well. With the ‘Failing of far
too many Aboriginal and Torres Strait Islander students’. (Price, 2015), educators must
further implement and educate all students regarding Aboriginal education and apply
teachings into more lessons. This unit has helped me realise such, and in turn will affect how
I teach my classrooms in the future. It helped me in this way, so in my future practise I will
apply Aboriginal education into my lessons throughout, allowing all students to learn and
experience the Aboriginal culture and traditions.

The first assessment being a critically reflective essay which required myself to choose from
one of the two question options. By having the option of choosing which question I wanted
to answer, this allowed me to apply what I have learnt from the readings required into what
I wished to critically reflect. By having the six readings that were key to the essay, it allowed
me to gain significant background knowledge before beginning with the assessment. The
readings alone were beneficial for my teaching and learning. Significantly, ‘The NSW
Aboriginal Education Policy (2008), and ‘Closing the Gap report 2017’ were two readings
that I had taken from the most. It helped me further understand and broadened my
understanding of Aboriginal education, and how to implement certain aspects into my own
teachings. These readings were a great insight, and provided me with important background
information that I will take into my future school.

During the second assessment, as a group we visited a site Bidjigal Reserve, located in the
Hill Shire region of NSW. This assessment required we visit an Aboriginal sight with
Aboriginal significance, while addressing specific issues associated with any Aboriginal
cultural protocols. The visit required us as a group to contact the elders of the area and
ensure the consultation with the Aboriginal community was successful, as outlines by NESA.
There have been many times where I have visited Aboriginal sites before, however never
have I known the importance or significance of the place that I have visited. The site visit
and consultation with the Aboriginal community and elders, allowed myself to understand
the appreciation and value that is placed on these Aboriginal sites. Not only to myself, but
from everyone that was in the group showed more appreciation and understanding of the
site that we had visited. We all reflected of the sites heritage, cultural and historical values,
as well as the importance of it for all Australians. The spiritual value places on the sites is
something that was greatly appreciated by the group that visited Bidjigal.

Once the site visit was done, the assessment required a website that asked for Stage 4,
Stage 5 and Stage 6 learning curriculum. This was a challenge as my previous knowledge
wasn’t great in this specific topic, this assessment allowed me to not only broaden my views
on Aboriginal education, but taught me to implement and involve Aboriginal studies into my
lessons. By doing lessons and outcomes for all stages, it shows how easily and significant
Aboriginal education can be incorporated into any class.

Along with the Stronger Smarter institute, which also improved my views on Indigenous
Australians. The Stronger Smarter program focuses primarily on the impact and
relationships in a positive way, while trying to use these to help educators and students
understand each other in a positive manner. This program helped me break down these
relationship barriers. From the videos that the program provided, it gave me more insight
into some challenges and obstacles that are faced by Indigenous students, and how to help
prevent these issues from returning.

Units such as Aboriginal & Culturally Responsive Pedagogies will equip educators with the
tools and knowledge needed to provide an education that will create many pathways to
lifelong success. These readings and assessments helped shape my understanding of
Aboriginal and Indigenous students, while giving me a better understanding of how their
cultures and traditions are practised and preserved. Not only was this beneficial for my
teaching pedagogy and classroom purposes, but it opened my understanding and
appreciation outside of schools also.
Bibliography

High Expectations Relationships – Position Paper. A Foundation for Quality Learning

Environments for Indigenous and Torres Strait Islander Students. (n.d.) Retrieved from:
http://strongersmarter.com.au

Price, K. (2015). Aboriginal and Torres Strait Islander education: An introduction for the
teaching profession. Port Melbourne, Vic.: Cambridge University Press.