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    Reflection Acrp Final

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    The document reflects on the author's experience in an Aboriginal and Culturally Responsive Pedagogies course. She discusses facing challenges like fear of offending or saying something insensitive as a non-Aboriginal woman teaching Aboriginal culture. She also lacked knowledge on how to authentically incorporate Indigenous perspectives. However, through the course she has learned how to approach these issues, acknowledge her own worldviews, and continue self-reflecting on creating a respectful classroom for all students. The author recognizes the importance of educating herself ongoing to best meet the needs of Indigenous and non-Indigenous students.

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    Reflection Acrp Final

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    The document reflects on the author's experience in an Aboriginal and Culturally Responsive Pedagogies course. She discusses facing challenges like fear of offending or saying something insensitive as a non-Aboriginal woman teaching Aboriginal culture. She also lacked knowledge on how to authentically incorporate Indigenous perspectives. However, through the course she has learned how to approach these issues, acknowledge her own worldviews, and continue self-reflecting on creating a respectful classroom for all students. The author recognizes the importance of educating herself ongoing to best meet the needs of Indigenous and non-Indigenous students.

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    The document reflects on the author's experience in an Aboriginal and Culturally Responsive Pedagogies course. She discusses facing challenges like fear of offending or saying something insensitive as a non-Aboriginal woman teaching Aboriginal culture. She also lacked knowledge on how to authentically incorporate Indigenous perspectives. However, through the course she has learned how to approach these issues, acknowledge her own worldviews, and continue self-reflecting on creating a respectful classroom for all students. The author recognizes the importance of educating herself ongoing to best meet the needs of Indigenous and non-Indigenous students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    148 views4 pages

    Reflection Acrp Final

    Uploaded by

    api-357662510
    The document reflects on the author's experience in an Aboriginal and Culturally Responsive Pedagogies course. She discusses facing challenges like fear of offending or saying something insensitive as a non-Aboriginal woman teaching Aboriginal culture. She also lacked knowledge on how to authentically incorporate Indigenous perspectives. However, through the course she has learned how to approach these issues, acknowledge her own worldviews, and continue self-reflecting on creating a respectful classroom for all students. The author recognizes the importance of educating herself ongoing to best meet the needs of Indigenous and non-Indigenous students.

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    Reflection

    During my time in Aboriginal and Culturally Responsive Pedagogies I have learnt


    of a myriad of ideas, concepts and meanings that will undoubtedly assist me
    through my journey not only as a pre-service student, but also as a graduate
    teacher and all throughout my teaching career.

    I have faced various challenges walking into this unit. The first of which is the
    constant fear of offending or unintentionally saying something insensitive, this is
    also known as paralysis of integrity (Price & Garlett, 2015). This is a constant
    fear coming from the notion that I, as a non-Aboriginal woman, would come into
    contact with a culture that is not mine and have to teach various aspects of it
    authentically. Although I have learnt some aspects of the Aboriginal and Torres
    Strait Islander cultural history and perspectives throughout my time in primary
    and secondary school, when I reflect upon it, I realise that it was not completely
    authentic. It did not give me the complete tools to understand Aboriginal and
    Torres Strait Islander culture to the degree that one would hope to learn of their
    nations first peoples and the oldest living culture in the world.

    Lack of knowledge on how to approach the content and topic within the
    classroom and dealing with these sensitive issues is another aspect that I found
    daunting. To know the scope and history of Australian Indigenous culture and
    the past issues within educational intuitions can make it quite overwhelming as a
    teacher to approach. For me, I have learned how to approach and reach out the
    Aboriginal and Torres Strait islander community, which is one of the most
    important steps in creating an authentic relationship (Price & Garlett, 2015).
    This allows nurturing of spirituality, kinship and connection to ‘Country’. These
    are some of the most important factors to incorporate within the classroom, but
    also as educators to also acknowledge and educate oneself in (Blair, 2015). I’ve
    also learned to be kinder to myself and to not let any potential deficiencies in
    knowledge stop me have trying my best to understand, learn and go into every
    situation with the best intentions and willingness to learn from mistakes.

    Mary Sal Paimalan Shoard 17770473


    Aboriginal and Culturally Responsive Pedagogies has put into context the cross
    curriculum aspects as stated by New South Wales Education Standards Authority
    (NESA) that I need to incorporate within the classroom (Riley & Genner, 2011). It
    is unfortunate to express that before this unit, when asked to incorporate
    Indigenous perspectives into lesson plans, the incorporation procedure was
    superficial and without substance and connection to the significance of what
    needed to be communicated to students (Riley & Genner, 2011). I can now see,
    understand and reflect upon the significance and intersect Indigenous
    perspectives with the quality teaching model. This can be done through deep
    planning and trying to incorporate a whole school model to help create
    intellectual quality, a quality-learning environment and significance (Riley &
    Genner, 2011).

    Planning and self-reflection is key as an educator. Reflecting on my worldviews


    and the worldviews and experiences of my students and creating a safe and
    respectful co-existence of all these factors (Blair, 2015). Understanding how
    Australian Indigenous students learn is an aspect of the unit that I did not know
    beforehand and that I am still learning due to my inexperience in the classroom. I
    am still trying to understand myself as an educator and how to encourage a
    classroom of different languages, cultures and experiences (Yunkaporta &
    McGinty, 2009). I know this can be achieved through educating myself on the
    ways of Aboriginal and Torres Strait Islander learning, such as the 8 Ways
    learning pedagogies. This pedagogy is based on the Western Sydney Indigenous
    ways of learning and cannot be used solely for all Indigenous students, but by
    starting with this pedagogy and further seeking and educating myself, I can
    further incorporate authentic and significant knowledge and perspectives within
    my classroom practice (Price & Garlett, 2015). This is a learning process but with
    time and effort I know that it will become second nature.

    I need to continue to be mindful and learn and ensure all the needs of students
    are met for both Indigenous and non-Indigenous students, being conscious of
    how they learn and my interactions with them, the effort I take into building
    relationships and the time taken to continue my self refection and learning

    Mary Sal Paimalan Shoard 17770473


    (Yunkaporta & McGinty, 2009). I need to ensure that my students are safe as I
    have a duty of care, that under my care I do all I can to ensure they feel safe and
    do not endure racism, if this does happen under my care that it does not go
    unresolved or unpunished (Blair, 2015).

    It is important to self-reflect and to connect to the significance on a personal


    level to put all that I have learnt into context not only within the classroom, but
    within my life my history, what it means to me. Storytelling and kinship are two
    important aspects of Indigenous culture that resonate with me. (Blair, 2015)

    During the site visit to the Australian Museum for assessment 2 there was
    specific and personal connection to my Key Learning Area (KLA) of Society and
    Culture. The museum was displaying images of the Cootamundra girls home. My
    father was born in 1938 was born and raised in Cootamundra, the stories he tells
    me of the girls home and the names of his friends and school mates that lived in
    the girls home resonated when I saw the images of the girls. The girls home can
    be taught as a specific case study in numerous topics in Society and Culture. It
    has a relevant personal connection and it ignited in me a deeper connection to
    authentically teach Indigenous perspectives and share not only the knowledge
    I’ve gained through this unit but also the personal stories and connections. It
    provokes the need to communicate social justice; social justice in my KLAs is
    paramount.

    NESA states that as teachers we need to form our students into active and
    informed citizens, through the help of Aboriginal and Culturally Responsive
    Pedagogies this notion of creating socially and cultural empathetic and involved
    citizens is even more achievable.

    Mary Sal Paimalan Shoard 17770473


    References:

    Blair, N. (2015). In Aboriginal education: More than adding perspectives in


    learning to teach in the secondary school, by Noelene L. Weatherby-Fell,
    Port Melbourne, VIC :, Cambridge University Press , 189-208 (Ch 11).

    Price, K. Garlett, C. (2015). Aboriginal And Torres Strait Islander Education: An


    introduction for the teaching profession, Second Edition. Melbourne,
    Australia: Cambridge University Press.

    Purdie, N., Milgate. G., & Bell, H.R. (2011). Two way teaching and learning:
    toward culturally reflective and relevant education, ACER Press. 119-153.

    Yunkaporta, T & McGinty, S. (2009). Reclaiming aboriginal knowledge at the


    cultural interface. The Australian Educational Researcher (36) 55-72.

    Mary Sal Paimalan Shoard 17770473

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