Critical Indigenous Pedagogy of Place (CIPP) for Effective Learning and Teaching

This report proposes a conceptual framework called, Critical Indigenous Pedagogy of Place (CIPP), and represents the demonstration of critical understanding on the teaching practices with the help of Indigenous Pedagogy and values. The objective of this report is to demonstrate the knowledge and understanding on how one learns and implicates teaching; and to demonstrate the knowledge of, understanding and respect for the histories, cultures and languages of the Aboriginal and Torres Strait Islander. CIPP is outlined.

Education Critical Indigenous
Pedagogical Practice (CIPP)
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Executive Summary
The spot light of this research is to propose a conceptual framework called, Critical Indigenous
Pedagogy of Place (CIPP). CIPP is used for representing the demonstration of critical
understanding on the teaching practices with the help of Indigenous Pedagogy and values. CIPP
is believed to be an effective process and method for learning and teaching the community. The
Australian community consider teachers as empowered educators, who can contribute to
maintain equality in the classroom and bring in the change to the society. The objective of this
report is to demonstrate the knowledge and understanding on how one learns and implicates
teaching; and to demonstrate the knowledge of, understanding and respect for the histories,
cultures and languages of the Aboriginal and Torres Strait Islander. Finally, this report allows the
critical pedagogues to draw social, critical educational and cultural theories, then in the historical
context it evaluates the schools with the present social and political aspects. CIPP is outlined.

Table of Contents
1. Introduction............................................................................................................................................................ 1
1.1 Aim..................................................................................................................................................................... 1
1.2 Objective............................................................................................................................................................. 1
2. Demonstrating knowledge and understanding of research into how you learn and the implications for teaching......1
2.1 Learning............................................................................................................................................................. 2
2.2 Implications for Teaching.................................................................................................................................... 2
3. Demonstrating broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander
histories, cultures and languages....................................................................................................................................... 5
3.1 Outline of CIPP................................................................................................................................................... 6
3.2 Engaging with Indigenous perspectives, knowledges and resources......................................................................7
4. Conclusion............................................................................................................................................................... 8
References...................................................................................................................................................................... 10

1. Introduction
This report proposes a conceptual framework called, Critical Indigenous Pedagogy of
Place (CIPP), and represents the demonstration of critical understanding on the teaching
practices with the help of Indigenous Pedagogy and values. It is believed that, CIPP is an
effective process and method for learning and teaching the community. Today, the young
indigenous leaders are stepping up and utilizing their opportunities. They take inspiration from
their elders and role models. This research ensures to research on critical pedagogues (critical
educators) in terms of their social contexts, and unavoidably shaped by the political fabric of
society. The purpose of this research is to identify and outline the teaching practice’s critical
theoretical framework informing your Critical Indigenous Pedagogical Practice (CIPP).
As a teacher, it is necessary to identify and resist any type of inequality in the classroom.
Simultaneously, it is required to contribute to create an equitable Australian society. As an
empowered educators, their beliefs and opinions do matter, which reflect on the students to think
and maintain equality among the students of different cultures and language.
1.1 Aim
To understand the Australian education and contribute change to the society.
1.2 Objective
The objective of this research is to demonstrate the knowledge and understanding on how
one learns and implicates teaching; and to demonstrate the knowledge of, understanding and
respect for the histories, cultures and languages of the Aboriginal and Torres Strait Islander.
Thus, investigation will be done on the capacity to learn and teach the Aboriginal and Torres
Strait Islanders.
2. Demonstrating knowledge and understanding on how one learns and
implicates teaching
In the early childhood, it is essential that the children are provided the support to develop
and identity that is positive and cultural, build relationships that are positive, must work under
programs that are flexible as well as holistic, incorporate the perspectives of Aboriginal, have
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positive role models and a learning environment for the community. This section helps to draw
social, critical educational and cultural theories, then in the historical context it evaluates the
schools with the present social and political aspects.
According to the research of Duncan-Andrade and Morrell, the critical pedagogues or the
critical educators consider schools as part of children’s social contexts, which are shaped by the
society’s politics.
2.1 How Students Learn?
Learning is created between the fragile and precious spaces, where there are active
possibilities, which helps to hold on to peace, wonder and new methods. Such spaces not only
occurs between people, but even among people and things, places, animals, spaces, ideas and
knowledge. The requirement includes, eagerness to flourish and listen.
In CIPP, the encountered issues are interlinked, which work to establish the engaged
pedagogy, where engagement is key point of learning. But, irrespective of any appropriate
resources and curriculum, it is impossible to engage the students. Thus, the crucial point is to
provide culturally suitable frames of reference which relate to the Indigenous families, children
and community. Hence, keeping the concept of appropriate resources, the children must be
considered as the beginning point, to make decisions of the right pedagogy. Additionally, for
every student who is an Indigenous Australian and Torres Strait Islander, the Individual Learning
Plans (ILP’s) should be designed ("Critical Indigenous Pedagogical Practice", 2013).
It is the classroom, which is the place that contains all the limitations and it is a place of
possibility. In such a place, there is a possibility to get the opportunity of, labour for freedom,
which allows the teachers, colleagues and the students, to have open mind and heart. As, it lets
them to face the reality.
On the other hand, learning with the outcomes of CIPP, helps to develop effective identity
inside theses students and the non-Indigenous students, finally promotes reconciliation.
To understand how students learn I have used the art work from the students, to know
them and their approach better. Further, the CIPP framework is used which stress on
2.2 Implications for Teaching
The teacher is an agency, which denotes the ability of responding or performing an
appropriate action.
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In teaching field, resistance is very important, which can de described in the following
phases:
Phase 1: Naming the issue of social justice (raising consciousness)
Phase 2: Explanation of struggle to get justice (making contact)
Phase 3: Tack injustice (taking actions)
Phase 4: Evaluating the actions (critical reflection)
Actually, critical pedagogy won’t guarantee that, the resistance won’t take place.
However, it helps the teachers to build a foundation to understand resistance. Thus, whatever is
developed by the pedagogy could be sensitive to the socio-cultural conditions, which builds
resistance and decreases the chances of blaming the students (Duncan-Andrade & Morrell,
2018).
The teachers are required to apply the concept of, Freire’s Pedagogy of Praxis which
comprises of the following:
a) Identification of problem.
b) Analyse the problem.
c) To address the problem, create an action plan.
d) Implementing the action plan.
e) Analyzing and evaluating the action.
The critical pedagogy refers to raising the consciousness, connecting with the
community, storytelling as a pedagogy of place, writing as a form of resistance, writing as a
political tool and taking action. Whereas, reconciliation pedagogy refers to respect and unity
among the Aboriginal and Torres Strait Islanders and the non-Indigenous Australians. Even, it
talks related to respecting the Aboriginal and Torres Strait Islander’s heritage, along with valuing
the justice for each Australian.
Teachers must have the skill of policy analysis, as it helps them to critically analyse the
education policy, as follows:
a) In a certain policy, what is the ‘problem’ represented as?
b) The representation of ‘problem’ is triggered by which assumptions?
c) How was this representation known?
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d) What has no problem? Is it possible to think about the ‘problem’ differently?
e) This representation reflects what effects?
f) How was this representation produced, disseminated and defended? How is it
possible to question, disrupt and replace it?
It is required to discard racism based on colour, language, gender and class. The teachers
must understand the existing systemic privilege that dominates the world, with being valued over
others. The teachers are required to encourage the students to value each other and stay united,
rather than getting divided with various traits. Additionally, the teachers must remember that the
classroom is a site of opportunity and possibility, to change the perspective of each individual.
This framework is selected to help the children develop broader understanding on
cultures and to contribute broad knowledge to the society. The tool for the teachers is their
understanding and clarity on the education, cultures and equality, which results in respecting the
histories, cultures and languages of the Aboriginal and the Torres Strait Islanders. Therefore, for
meeting the needs of each student, the CIPP, which I have developed revolves around the
following issues ("Critical Indigenous Pedagogical Practice", 2013):
i. Appropriateness curriculum, especially for Year 4 Geography and Art.
ii. In the primary classes, engagement of indigenous students.
iii. Resource suitability, for supporting the curriculum.
Here, it is believed that the educators are traditionally linked with the critical pedagogy and all
possible efforts are taken to contextualize the present education.
The teacher can have the following opportunities:
1) Can continuously refine their understanding related to the history of race,
colonisation in Australia, and its current impacts.
2) Either in formal or informal ways, can connect with indigenous parents.
3) Find out the available quality resources, if none exists, then change it.
4) Educate students about the actual Aboriginal heroes, who were beneficial for
dispelling the current myths.
5) Know about reconciliation and support the indigenous students.
6) In the curriculum incorporating rap can have strong message for the students.
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7) Challenge the media and curriculum resources, which undermine and delete the
indigenous sovereignty, instead open up for national narratives like, counter
stories.
8) Search for various beneficial education package, classroom ideas, school ideas
and so on.
9) Improve and build a mentoring system and effective strategies.
10) Work together with the colleagues and the Australian curriculum, for developing
effective methods to embed Indigenous knowledges in the curriculum.
3. Demonstrating the knowledge of, understanding and respecting the
histories, cultures and languages of the Aboriginal and the Torres Strait
Islander.
Gramscian (resistance) tradition proclaims that, in an unequal and oppressive society,
each social institution and the important ideology will be a place of political contestation
(Rigney, 2018).
With invasion, the Indigenous students always face challenges in schools and this is the
reason that they attend school less and there are high chances that they will develop anti-
schooling attitudes, which leads to stop their schooling, at an early age. In the government
systems and schools, racialisation is clearly evident. This makes it clear that, the education
system must be changed for these students, to see a change in the community.
From the outcome of Year 4 Geography, the following is concentrated, ‘The custodial
responsibility, the Aboriginal and Torres Strait Islander people have for the country or place, and
how it influences their past and present views about the use of resources. This result is related to
learning to care for the country and provide an opportunity to privilege Indigenous ways of
knowing. The used resources help to learn about the connection of place. Learning with the
outcomes of CIPP, contributes to learn and develop stronger sense of identity within the
Indigenous and Torres Strait Islander students and non-Indigenous students, which promotes
reconciliation.
Keeping the following in mind, my CIPP is developed:
1) For engagement it is required to know their history, culture and language.
2) It is argued that, behaviours are not changed just with the transformation of
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attitudes, but by rewarding appropriate and extinguishing inappropriate
behaviours.
3) The solution for the above argument includes, the development of racist
harassment grievance procedures to extinguish racist behaviours.
4) Development of behaviour modification programs in which non-racist or
antiracist behaviours are rewarded.
5) Multi-culturalism is seriously threatened by racism, but education helps to discard
racism.
3.1 Outline of CIPP
In my CIPP, I encourage students to take challenges, as it helps them to build flexibility.
Various learning styles are supported. The students are provided a safe and creative space, for
exploring, sharing their stories and to celebrate their diversity. The visual Arts take the advantage
of the skills of students’ and supports in enhancing their learning with the learning modes used in
the schools.
A. Sharing Stories connected to place and language.
For developing trust, it is required to provide a trusting and safe environment, then I
will share my story and place, so that they can connect with me and the place, when
they are invited with their families. This will encourage them to say their stories.
B. Maps
1) By comparing the Aboriginal map of Australia with the Commonwealth of
Australia’s map, the students explore the differences.
2) Locating the land, which the Ngarrindjeri and Kaurna people occupied.
3) Listen to/watch rap by Kylie Sambo.
4) Developing a rap, which revolves the invasion’s impact on the Indigenous
Australians.
C. Story and Place
For conveying the cultural knowledge, sharing the stories is the first option utilized.
The students will explore the roles of the story inside the cultures of the Indigenous
Australian, such as the following:
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a) For conveying the information of landscape.
b) For explaining the natural phenomena.
c) For teaching the lessons of ethics, morality and right behavior.
D. Tjilbruke – excursion and following the classroom activities
The students must be encouraged to be a part of workshop, where they could listen
their stories and perspectives. Then, the students will be introduced to the
contemporary problems that impact the Indigenous people. For the children, learning
is connected with interaction, which develops the understanding of relationship with
the place and identity. Thus, it will help the students to engage with the place.
E. Language
It is the primary concept that, the students learn the language by exploring; and they
develop their understandings related to the connection between the language and
caring for the country. This will help the students to gain understanding of the impact
of invasion on the Indigenous languages. Additionally, they even learn to the
language Kaurna.
F. Virtual art work
The virtual art work helps to connect these students, by their created artwork.
3.2 Engaging with Indigenous perspectives, knowledges and resources.
With the absence of true engagement with the Indigenous people, it is impossible to
accomplish COAG’s (Council of Australian Governments) targets. Based on trust and integrity, it
is possible to build relationship, for engagement with the indigenous group of people (Hunt,
2013).
Therefore, to successfully engage with the Indigenous communities, I will do the
following:
1) The cultural competency appreciation is required, for responding to the history,
cultures and contemporary social dynamics of the indigenous people, where the
cultural skills, community knowledge and the indigenous people are valued.
2) Purpose with complete clarity and applicable scale for the engagement.
3) Trusted long-term relationships, including respect, honesty, and accessible, current
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communication and information.
4) Among the Indigenous community and the government, there must be effective
governance.
5) Effective discussion, exact time frame and funding is required.
To have successful engagement with the indigenous communities, the below mentioned skills are
needed:
a. Awareness of cultural competency, indigenous history, values and culture.
b. In the National Indigenous Reform Agreement, clarity on the practical implications of
the service delivery principles, for the Indigenous Australians.
c. Designing and service development for the community engagement, planning,
development and for capacity building.
d. Having the capability to connect the flexibility and adaptability of community sector
organizations.
e. Having the capability to work in the government method and program
implementation skills.
4. Conclusion
For learning and teaching the community, Critical Indigenous Pedagogy of Place (CIPP),
is an effective process and method. This report provides the conceptual framework, CIPP, and
represents the demonstration of critical understanding on the teaching practices with the help of
Indigenous Pedagogy and values. This report has researched on identifying and outlining the
teaching practice with the help of CIPP. It is believed that a teacher must identify and resist any
type of inequality in the classroom. Simultaneously, the teachers must contribute to create an
equitable Australian society. Because, the empowered educator’s beliefs and opinions do matter,
which can reflect on the students, to think and maintain equality among the students of different
cultures and language.
It is understood that, critical pedagogy refers to raising the consciousness, connecting
with the community, storytelling as a pedagogy of place, writing as a form of resistance, writing
as a political tool and taking action. Whereas, reconciliation pedagogy refers to respect and unity
among the Aboriginal and Torres Strait Islanders and the non-Indigenous Australians. Even, it
8

talks related to respecting the Aboriginal and Torres Strait Islander’s heritage, along with valuing
the justice for each Australian.
It is concluded that, learning is created between the fragile and precious spaces, where
there are active possibilities, which helps to hold on to peace, wonder and new methods. For
learning, willingness to grow and listen, plays a vital role. Without any appropriate resources and
curriculum, it is impossible to engage the students. Hence, a culturally suitable frames of
reference which relates to the Indigenous families, children and community must be designed.
Then, for every student who is an Indigenous Australian and Torres Strait Islander, the Individual
Learning Plans (ILP’s) must be developed. Finally, my CIPP is outlined.
9

References
Critical Indigenous Pedagogical Practice. (2013). Retrieved from
https://heidikaro.files.wordpress.com/2013/10/critical-indigenous-pedagogical-practice1.pdf
Duncan-Andrade, J., & Morrell, E. (2018). Contemporary Developers of Critical Pedagogy. THE
ART OF CRITICAL PEDAGOGY: Possibilities For Moving From Theory To Practice In
Urban Schools, 285.
Hunt, J. (2013). Engaging with Indigenous Australia— exploring the conditions for effective
relationships with Aboriginal and Torres Strait Islander communities. Closing The Gap
Clearinghouse, (5). Retrieved from https://www.aihw.gov.au/getmedia/7d54eac8-4c95-
4de1-91bb-0d6b1cf348e2/ctgc-ip05.pdf.aspx?inline=true
Rigney, D. (2018). Critical Pedagogy Lecture Outline.
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