Brenton Hawken 11538282 Due date: Monday 21st August 2017

EEP306 Assessment 1 Part B: Essay Value 40%

EEP306: Pedagogy in Diverse

Classrooms

Assignment 1 Part B

Brenton Hawken 11538282

Lecturer: Kip Langat

Value: 40%

Word count (+/- 10%): 1635

Due Date: Friday 21st August 2017

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Brenton Hawken 11538282 Due date: Monday 21st August 2017
EEP306 Assessment 1 Part B: Essay Value 40%

The Indigenous Education Strategy (IES) presentation was developed with the aim of
educating colleagues about the importance of incorporating Aboriginal and Torres Strait
Islander (ATSI) perspectives into the classroom. Its purpose is to ensure that all Indigenous
students are able to fully participate in education and achieve appropriate, positive outcomes
at an individual level. The strategy provides tools and resources that teaching staff can use to
develop programs that assist the school community to increase their understanding of
Indigenous culture and history. Incorporating ATSI perspectives into the classroom is a
shared responsibility across all key learning areas (KLA’s). This is achieved through
effective teaching that is authentic and meaningful. This essay will address three key areas of
the IES: the place and value of Indigenous perspectives within the food technology subject;
information and perspectives to assist classroom teachers to further develop their cultural
awareness, inclusivity and competence; and teaching and learning strategies and resources
relevant to the food technology context to address the learning needs of Indigenous students
and to develop cultural awareness and inclusivity among non-Indigenous students.

Indigenous perspectives have a significant place and value within the food technology subject
area. ATSI education is identified in the national curriculum as a cross-curriculum priority, in
the Melbourne Declaration, and as a cross-curriculum content area in the stage five food
technology syllabus. As a cross-curriculum priority in the Australian Curriculum, the ATSI
histories and cultures priority: “provides the opportunity for all young Australians to gain a
deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and
cultures, deep knowledge traditions and holistic world views” (Australian Curriculum,
Assessment and Reporting Authority, 2016). In the food technology context, this could be
achieved through: “learning about the plants and animals of the Wiradjuri region, and how
Wiradjuri people prepared and cooked these foods” (Anderson, 2017). The purpose of this
knowledge and understanding is to: “enrich all learners’ ability to participate positively in the
ongoing development of Australia through a deepening knowledge and connection with the
world’s oldest continuous living cultures” (ACARA, 2016). The Australian Curriculum
builds on the educational goals of the Melbourne Declaration, which also identifies the need
for ATSI perspectives to be incorporated into the classroom. To become active and informed
citizens, students must: “understand and acknowledge the value of Indigenous Cultures and
possess the knowledge, skills and understanding to contribute, and benefit from,
reconciliation between Indigenous and non-Indigenous Australians” (Curriculum
Corporation, 2008, p. 9). In a food technology context, this may include “learning about how

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EEP306 Assessment 1 Part B: Essay Value 40%

Indigenous Australians managed the country so there was always a plentiful supply of food
and resources” (Anderson, 2017). The stage five food technology syllabus clearly states how
and where ATSI perspectives will be incorporated into the classroom, as: “students will
develop knowledge and understanding of Aboriginal and Indigenous culture through the
study of the focus areas ‘food in Australia’ and ‘food equity’ (Board of Studies NSW, 2003,
p. 16). This is achieved through the investigation of the traditional and contemporary use of
native and bush foods, where students learn to appreciate and value aspects of ATSI cultures
(BOS NSW, 2003, p.16). It is through the Australian Curriculum, Melbourne Declaration and
syllabus documents, that we are trying to achieve reconciliation to benefit all Australians.
Reconciliation: “is about unity and respect between ATSIs and non-Indigenous Australians,
and about respect for ATSI heritage and valuing justice and equity for all Australians”
(Australian Government, 2015). It is evident that ATSI perspectives have a significant value
and place within the food technology context.

The IES provides practical information to assist classroom teachers in further developing
their cultural awareness, inclusivity and competence so that they can work effectively with
Indigenous students. Knowing who you are as a teacher, and incorporating this into your
teaching practice is important. Teachers should ask themselves how comfortable they are
with Aboriginal education? Cultural competence is about our will and actions as teachers: “to
build understanding between people, to be respectful and open to different cultural
perspectives, strengthen cultural security and work towards equality in opportunity”
(Australian Children’s Education and Care Quality Authority, 2014). Teachers should
recognise that relationship building is fundamental to cultural competence and that this is
based on understanding teacher and student expectations and attitudes, and subsequently
building on the strength of each other’s knowledge using a range of community resources to
do so (ACECQA, 2017). There are a variety of strategies and resources available to assist
teachers in developing their cultural competence. Reflection on teacher practice is:
“recognised as a key means by which teachers can become more in tune with their sense of
self and how this fits into a larger context which involves others” (Beauchamp & Thomas,
2009, p. 182). Reflection allows teachers to refine their teaching practices to become more
culturally competent, creating better learning opportunities for all students. Teachers who
work with Aboriginal Education Offices and Aboriginal Educators in the classroom, model
cross-cultural relationships for students. This models inclusive classroom practice and is a
great resource for teachers to improve their cultural competence with as AEO’s and AE’s use

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EEP306 Assessment 1 Part B: Essay Value 40%

their knowledge of the children and their families; their local Aboriginal history, language
and culture; and ways in which Aboriginal children think to strengthen classroom-based
education (Harrison, 2011, p. 65). Online resources such as the StrongerSmarter and
Aboriginal 8 Ways of Learning can be used to guide learning that is culturally responsive and
appropriate. StrongerSmarter outlines a set of fundamental principles to support inclusive
education. Teachers can use these strategies and other resources on the StrongerSmarter
website to improve their own cultural competence and that of their students. At the heart of
any culturally responsive teaching program is a genuine knowledge of the students and their
needs. The Aboriginal 8 ways of learning can be used by teachers to produce authentic units
of work and lessons that incorporate ATSI perspectives into the classroom to enrich the
learning experience. As teacher identity is dynamic rather than static, it is imperative that
teachers always look for ways to further develop their cultural awareness, cultural inclusivity
and competence so that they can work effectively with Indigenous students.

A variety of teaching and learning strategies and resources are available to address the
learning needs of Indigenous students and develop the cultural awareness and inclusivity of
non-Indigenous students. It is easy to produce stereotypes and generalisations about
Indigenous people. Teachers should understand that “there is no gene or set of genes which
define culturally or ‘racially-based’ learning styles. Ways of learning are derived from the
ways of life and how adults and other people in the immediate context teach” (McRae, et al.,
2000). No single teaching strategy will address every single student’s needs. Active learning
encourages students to read for meaning instead of reading words passively. This is:
“particularly important for Aboriginal students who may sit there waiting for the meaning to
become significant” (Harrison, 2011, p. 48). In a food technology context, this may include
students reading food articles and interpreting the message behind the product being
advertised. Inquiry based learning and problem-solving promotes student-directed learning by
helping students to develop skills necessary to acquire and reflect on new knowledge and
understanding (Killen, 2016, p. 240). Aboriginal students are constantly engaging problem-
solving techniques. Teachers should be mindful that at home: “knowledge is something that
is not to be challenged, but rather repeated and passed onto others through stories” (Harrison,
2011, p. 46). This can upset Aboriginal students when the teacher leaves them to work
independently. In the food technology context, students are constantly problem solving and
inquiring when undertaking practical lessons. Students make on the spot decisions regarding
the addition of ingredients and the cooking process. Co-operative learning is an instructional

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EEP306 Assessment 1 Part B: Essay Value 40%

strategy in which: “learners work together in small groups to help one another achieve a
common learning goal” (Killen, 2016, p. 209). Cooperative learning allows Indigenous
students to become ‘experts in their field’, sharing their knowledge with non-Indigenous
students. This may include Wiradjuri students showing their classmates traditional cooking
and baking techniques. The 8 Aboriginal Ways of Learning is a pedagogy framework that
allows teachers to include Aboriginal perspectives into the classroom by using Aboriginal
learning techniques. This framework enhances learning for all students by teaching through
Aboriginal processes and protocols. Each symbol represents one of the eight ways of learning
which can be easily incorporated into the food technology context. For example, story
sharing could involve a yarning circle (class discussion) where students share stories about
kitchen safety. The land links symbol could involve: “an excursion to a local Wiradjuri
garden where Aboriginal community members talk about the plants and animals of the
Wiradjuri region, and how Aboriginal people prepared and cooked these foods” (Anderson,
2017). When selecting resources to use in the classroom, teachers should consider:
“authenticity, a balanced nature, ATSI participation, accuracy and support and exclusion of
content of a sacred nature” (Queensland State Government, 2007). The recommended
strategies and resources discussed above, are available to assist teachers in addressing the
learning needs of Indigenous students, and developing the cultural awareness and inclusivity
in non-Indigenous students.

An Indigenous Education Strategy ensures that all Indigenous students are able to participate
in education and achieve the most appropriate and positive outcomes at an individual level.
This presentation is an effective tool for educating teaching staff about the importance of
incorporating Aboriginal and Torres Strait Islander (ATSI) perspectives into the classroom. It
addresses many key topics including racism, cultural competence, educational policies,
curriculum requirements, effective teaching and learning strategies and resources, and
examples of ATSI perspectives in the food technology classroom. We all have a shared
responsibility in creating a future where there is unity and respect between Aboriginal and
Torres Strait Islanders and non-Indigenous Australians. School and teachers play a
significant role in this, and an Indigenous Education Strategy is key to creating this change.

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EEP306 Assessment 1 Part B: Essay Value 40%

References
Anderson, G. (2017, August 1). Wiradjuri Elder speaks about incorporating Aboriginal and Torres
Strait Islander perspectives into the classroom. (B. Hawken, Interviewer) Parkes, NSW,
Australia.

Australian Children’s Education and Care Quality Authority. (2014, July 10). What does it mean to be
culturally competent? Retrieved August 15, 2017, from Cultural Competence:
https://wehearyou.acecqa.gov.au/2014/07/10/what-does-it-mean-to-be-culturally-
competent/

Australian Curriculum, Assessment and Reporting Authority. (2016). Cross Curriculum Priorities.
Retrieved August 12, 2017, from Australian Curriculum, Assessment and Reporting
Authority: https://www.acara.edu.au/curriculum/cross-curriculum-priorities

Australian Government. (2015, May 4). Reconciliation. Retrieved August 16, 2017, from Australian
Stories: http://www.australia.gov.au/about-australia/australian-story/reconciliation

Beauchamp, C., & Thomas, L. (2009, May 27). Understanding teacher identity: an overview of issues
in the literature and implications for teacher education. Cambridge Journal of Education,
39(2), 175-189.

Board of Studies NSW. (2003). Food technology years 7-10 syllabus. Sydney: Board of Studies NSW.

Curriculum Corporation. (2008). Melbourne Declaration on Educational Goals for Young Australians.
Melbourne: Ministerial Council on Education, Employment, Training and Youth Affairs.
Retrieved August 12, 2017, from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educationa
l_Goals_for_Young_Australians.pdf

Harrison, N. (2011). Teaching and learning in Aboriginal Education (2nd ed.). South Melbourne:
Oxford University Press.

Killen, R. (2016). Effective Teaching Strategies: Lessons from research and practice (7th ed.). China:
China Translation and Printing Services.

McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T., Price, K., . . . Zbar, V. (2000). What
Works? Explorations In Improving Outcomes for Indigenous Students. Canberra: Australian
Curriculum Studies Association and National Curriculum Services. Retrieved August 17, 2017,
from http://www.acsa.edu.au/pages/images/What%20works_.pdf

Queensland State Government. (2007). Selecting and evaluating resources. Spring Hill: Queensland
Studies Authority. Retrieved August 18, 2017, from
https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_g008_0712.pdf