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Aboriginal Assessment 1

This document evaluates ideas from two authors on developing culturally responsive pedagogy to improve educational outcomes for Indigenous students. It discusses how the authors believe culturally responsive pedagogy can be developed through high-quality curriculum that recognizes students' cultural differences and experiences. It also examines issues in Indigenous education in Australia and several government policies and reports focused on promoting educational achievement and expectations for Indigenous students. Finally, it explains how the writer can achieve culturally responsive pedagogy as a future teacher using their science curriculum area.

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158 views3 pages

Aboriginal Assessment 1

This document evaluates ideas from two authors on developing culturally responsive pedagogy to improve educational outcomes for Indigenous students. It discusses how the authors believe culturally responsive pedagogy can be developed through high-quality curriculum that recognizes students' cultural differences and experiences. It also examines issues in Indigenous education in Australia and several government policies and reports focused on promoting educational achievement and expectations for Indigenous students. Finally, it explains how the writer can achieve culturally responsive pedagogy as a future teacher using their science curriculum area.

Uploaded by

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102085 Aboriginal and Culturally Responsive Pedagogies

Assessment 1

Dhanushka Gunawardena

Student No: 17387792


This essay evaluates the ideas presented by two authors: Castangno and Brayboy (Castagno, 2008)
and Lowe and Yunkaporta (Lowe & Yunkaporta, 2018) who provide the effective educational views
and policies to improve the Indigenous students’ current educational outcomes. Both these authors
present their ideas in relate to how to develop Culturally Responsive Pedagogy (CRP) through high-
quality curriculum. Culturally Responsive Pedagogy defines as a student focused teaching which
recognises and develops students’ educational outcomes and acknowledges the students’ cultural
differences and experiences (Lynch, 2018). The two authors, briefly discuss the policy changes in
both Initial teacher education (ITE) and Australian teacher Professional Standards (APST) (AITSL
2017) which evaluates through the CRP more than the curriculum content and the issues about the
ITE training. The Authors mainly examined the issues of Indigenous education in Australia. This
includes the government policies : Closing the Gap report 2019: (Australian Government Department
of the Prime Minister and Cabinet, 2019), Aboriginal Education Policy (NSW Department of
Education, 2018), The Australian Curriculum (ACARA, 2016) , the Melbourne Declaration on
Educational Goals for Young Australians (Ministrial Council on Education, 2008) and The Shape of the
Australian Curriculum (ACARA: The shape of the Australian Curriculum, 2012) and the Australian
Professional standards of teachers (AITSL 2017). Finally, the paper explains, how can I achieve this as
a future teacher using my Science curriculum area.

For several decades, educational achievements for indigenous students have been the key focus of
numerous research, with the aim of recognise and build awareness of the vast differences which
afflict the Australian education system (Gore et al., 2017). According to Closing the Gap report 2019:
(Australian Government Department of the Prime Minister and Cabinet, 2019) there is a considerable
difference between Indigenous and non-indigenous Australian students in all fields of educational
outcomes. Therefore, the number of policy documents focused to promote the educational
achievements of Indigenous students, are proof the national dedication of development of the
educational achievements and expectations for all Australian Indigenous students (NSW Department
of Education, 2018). The Aboriginal Education Policy (NSW Department of Education, 2018) focuses
to provide on assure of attaining equitable learning achievements for Indigenous students.

According to Castangno and Brayboy, 2008, high quality curriculum is needed to improve CRP which
supports to teachers to develop quality learning outcomes from K-10 curriculum (Castagno, 2008).
Therefore, ACARA has implemented the K-10 curriculum for Science, English, History and
Mathematics by collaborating with stakeholders, teachers, parents and people who represents
Indigenous community (ACARA, 2016). According to their concerns, the Australian Curriculum needs
to

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