Aboriginal & Culturally Responsive Pedagogies

This report reflects on the learning obtained from the unit, Aboriginal & Culturally Responsive Pedagogies, and how it enhances the knowledge and teaching skills of educators to teach children with indigenous background.

Running head: ABORIGINAL & CULTURALLY RESPONSIVE PEDAGOGIES
Aboriginal & Culturally Responsive Pedagogies
Name of the Student
Name of the University
Author Note

1ABORIGINAL & CULTURALLY RESPONSIVE PEDAGOGIES
Introduction
In this report, a detailed reflection based on the learning obtained from the unit,
Aboriginal& Culturally Responsive Pedagogies will be presented. The unit s chiefly focused on
enhancing the knowledge of the educator about the history of the Aboriginal population. Along
with this, the unit focuses on enhancing the teaching skills of the students who aspire to be an
educator in the future so that they can efficiently apply the knowledge and skills which teaching
the children with the indigenous background. In this reflection, I will discuss the knowledge I
have gained and my contribution to the group work and how all of this can be implemented in
my future teaching practice.
Chief Learning
From my childhood, I have always admired the role of an educator in our society. In
order to follow my aspiration, I had joined the mentioned unit that is, Aboriginal & Culturally
Responsive Pedagogies. As per my opinion, it is highly critical to possess an in-depth knowledge
about the history as well as the culture of the aboriginal population in order to develop effective
teaching skills to teach as well as understand the psychology of students (Newmaster, 2014).
Throughout the course, I gained knowledge about the significance in learning between the
Aboriginal as well as the non-aboriginal students. I understood that while non-indigenous
children can be taught through verbal instructions, for aboriginal students an educator should use
learning activities that will involve imitation and observation. I also learned that for the
aboriginal community, the group is more crucial than individual learning and hence learning
activities for the aboriginal children should be developed keeping that in mind. The lectures had
provided me with the knowledge of the aboriginal language. As per my opinion, this knowledge

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is highly beneficial for me since possessing knowledge of their language will help me to
communicate easily with aboriginal students and understand their issues and concern. Thus I will
be able to develop an effective relationship and a positive connection with my students.
According to Turner & Leddy, (2016), understanding as well as implementing the Aboriginal
history and culture in pedagogy, not only enhances the engagement of the aboriginal students
about also provides the non-indigenous students with understanding and knowledge about the
same. Thus incorporating Aboriginal History and culture poses the potential to reduce racism,
discrimination and create a healthy positive relation between the students as well as the teacher
Leddy & Turner, (2016). This session also helped me to get read of my wrong concepts. For
instance, earlier, I used to believe that English should be taught instead of the Aboriginal
language to the indigenous students since knowledge of this language will help them to
communicate with the population out of their community. However, after going through the
article written by Cook, (2016), I understood that teaching the aboriginal language is equally
crucial like teaching English since it will help the students to learn the English language more
efficiently without compromising with their culture and language.
The Aboriginal and Cultural Responsive pedagogy course also enhanced my knowledge
about the 8 ways of learning. According to Mcknight, (2015), the 8 ways of learning includes
story sharing, learning maps, non-verbal, symbols and emerges, land links, non-linear,
deconstruct reconstruct and community links. The 8 ways of learning can be defined as the
pedagogical framework that allows the teachers to incorporate aboriginal perspective by using
the aboriginal learning techniques. I understood that the validly of the teaching cannot be
obtained only by teaching the aboriginal content. In order to effectively enhance the knowledge
of the indigenous students effectively and within a much shorter period of time, it is crucial to

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incorporate aboriginal processes and protocol of pedagogy during teaching the same. According
to Price, (2015), the 8 ways of Aboriginal learning can be considered as a unique approach that
links pedagogy with axiology, epistemology, methodology and ontology. Thus this session
provided me with the capacity to understand as well as incorporate the indigenous way of
learning so that I can enhance the learning experience of my future students. According to Light,
Light & Butterworth, (2016), the 8 ways of learning framework provides meaningful links to
aboriginal heritage in a method which is highly relevant to the identities as well as the
background of the students. As per my opinion, using the 8 methods of Aboriginal learning
instead of the convention method will enhance the engagement of the students. Not only this, but
implementation of this method will also enhance the retention rates of the aboriginal student.
This is because more than 14 per cent of the total number of Aboriginal students are found to
leave School since their parents believe that the method of learning and the lessons taught are
contradicting with their culture and aboriginal ideology. By incorporating the 8 ways approach,
attrition of aboriginal students can be prevented. As per my opinion, high indigenous student
retention in the primary section will enhance the number of aboriginal students in secondary
education. Finally, since the mentioned approach provides a cultural link that affirms their
identity in the classroom, incorporating the 8 ways of learning concept posses the potential to
enhance the literacy rate of the aboriginal population to a great extent (Troy, 2015).
The site visit was organized by Josh Boneu who is a member of the local committee as
well as the site management team. Muru Mittigar is a leading community as well as educational
centre situated at Rouse Hill House and Farm. The site welcomes every individual to share as
well as celebrate the rich history and heritage of the aboriginal Darung culture. The mentioned
site provides several teaching and educational opportunities that include science, maths, English,

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history and others. For instance, when it comes to English, I noticed that the stories about local
dreaming as well as oral history stories in written, or printed form, are highly attracting the
attention of the aboriginal students. We had also made learning maps to gain a better
understanding of places and sites. During the suite visit, I understood the importance of group
work. As a team, we created printed lessons for enhancing their interest in studying. As per my
opinion, effective understanding within the team and teamwork have made it possible for us to
gain success in the site visit.
Conclusion
From the above discussion, it can be concluded that the Aboriginal and Culturally
Responsive Pedagogy session has enhanced my knowledge, perception and skill required to
teach aboriginal students to a great level. I understood the importance of the culture as well as
the 8 ways of learning approach when it comes to aboriginal pedagogy. As per my opinion, these
skills and knowledge will enable me to develop an effective relationship with the students,
understand and solve their issues effectively and obtain success in the noble profession in near
future.

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Reference list
Cook, V. (2016). Second language learning and language teaching. Routledge.
Leddy, S., & Turner, S. (2016). Two Voices on Aboriginal Pedagogy: Sharpening the
Focus. Journal of the Canadian Association for Curriculum Studies, 14(2).
Light, P., & Butterworth, G. (2016). Context and cognition: Ways of learning and knowing.
Routledge.
Mcknight, A. (2015). Preservice teachers’ learning with Yuin Country: Becoming respectful
teachers in Aboriginal education. Asia-Pacific Journal of Teacher Education, 1-15.
Newmaster, S. G. (2014). Traditional Aboriginal Pedagogy Improves Learning in a Large-
Enrolment University Biology Class. Teaching and Learning Innovations, 16.
Price, K. (2nd Ed). (2015). Aboriginal and Torres Strait Islander education: An introduction to
the teaching profession. Port Melbourne, Australia: Cambridge University Press.
Troy, J. (2015). Language and literacy. In K. Price (Ed.), Aboriginal and Torres Strait Islander
education: An introduction to the teaching profession (2nd ed.). (pp. 140-158). Port
Melbourne, Australia: Cambridge University Press.
Turner, S. R., & Leddy, S. C. (2016). Two Voices on Aboriginal Pedagogy: Sharpening the
Focus. Journal of the Canadian Association for Curriculum Studies, 14(2), 53-65.