Cross Curriculum Priorities
"Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view.
A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of Identity is approached through the interconnected aspects of Country/Place, People and Culture. Embracing these elements enhances all areas of the curriculum.
The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia."
Australian Curriculum, Assessement and Reporting Authority. (2012). Aboriginal and Torres Strait Islander Histoires and Cultures. Retrieved from: http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures |
Image:
Australian Government (2013). Living Communities. Retrieved from http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures |
WHAT IS CULTURE?
For each cross-curriculum priority, a set of organising ideas reflects the essential knowledge, understandings and skills for the priority. The organising ideas are embedded in the content descriptions and elaborations of each learning area as appropriate.
CULTURE:
Australian Curriculum, Assessement and Reporting Authority. (2012). Aboriginal and Torres Strait Islander Histoires and Cultures. Retrieved from: http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures
- O1.4 Aboriginal and Torres Strait Islander societies have many Language Groups
- O1.5 Aboriginal and Torres Strait Islander Peoples' ways of life are uniquely expressed through ways of being, knowing, thinking and doing.
- O1.6 Aboriginal and Torres Strait Islander peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses.
Australian Curriculum, Assessement and Reporting Authority. (2012). Aboriginal and Torres Strait Islander Histoires and Cultures. Retrieved from: http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures
CULTURAL NEEDS
Image retrieved from: SNAICC. (2012). Aboriginal and Torres Strait Islander Children's Cultural Needs. p. 2. Retrieved online from: http://www.snaicc.org.au/_uploads/rsfil/02932.pdf
The diagram above illustrates the aspects of cultural connection that all children have, and what should be addressed when exploring the concept of culture.
"The elements in the diagram are:
SNAICC. (2012). Aboriginal and Torres Strait Islander Children's Cultural Needs. p. 2. Retrieved online from: http://www.snaicc.org.au/_uploads/rsfil/02932.pdf
- Where you come from - Family history, Aboriginal and Torres Strait Islander history
- Who you are - Personal identity
- Who you belong to - Family, extended family and community
- Where you belong - Land and water
- What you do - Participation, cultural expression
- What you believe - Cultural values, beliefs and practices"
SNAICC. (2012). Aboriginal and Torres Strait Islander Children's Cultural Needs. p. 2. Retrieved online from: http://www.snaicc.org.au/_uploads/rsfil/02932.pdf
Cultural Competence for Teachers
For the purposes of the Australian higher education context, cultural competency is defined as:
“Student and staff knowledge and understand of indigenous Australian cultures, histories and contemporary realities and awareness of indigenous protocols, combined with the proficiency to engage and work effectively in Indigenous contexts congruent to the expectations of Indigenous Australian peoples”.
Cultural competency is a life long journey. It is a key factor in enabling educators to be effective with students from cultures other than their own. Cultural competence is all about having an awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families.
“Student and staff knowledge and understand of indigenous Australian cultures, histories and contemporary realities and awareness of indigenous protocols, combined with the proficiency to engage and work effectively in Indigenous contexts congruent to the expectations of Indigenous Australian peoples”.
Cultural competency is a life long journey. It is a key factor in enabling educators to be effective with students from cultures other than their own. Cultural competence is all about having an awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families.
Five Competencies for Culturally Competent Teaching and Learning
"As teachers we need to strengthen specific competencies to reach and teach all students. This requires an understanding of new ideas and a willingness to view instruction through varied cultural lenses.
1. Culturally competent teaching and learning facilitates critical reflection.
2. Culturally competent teaching and learning demands respect for others.
3. Culturally competent teaching and learning involves accommodating individual learners.
4. Culturally competent teaching and learning requires the use of intercultural communication skills.
5. Culturally competent teaching and learning requires focused activities and intentionally structured environments.
Article taken from:
Irish, C. & Scrubb, M. (2012). Five Competencies for Culturally Competent Teaching and Learning retrieved online from: http://www.facultyfocus.com/articles/teaching-and-learning/five-competencies-for-culturally-competent-teaching-and-learning/
1. Culturally competent teaching and learning facilitates critical reflection.
- A critical analysis of one’s own cultural assumptions is foundational to culturally responsive teaching and learning. Culturally responsive teaching engages students in self-awareness activities that lead to reflection on cultural assumptions. Diverse instructional groupings allow students to learn about individual differences and to reflect on their own assumptions and beliefs.
2. Culturally competent teaching and learning demands respect for others.
- Every student possesses a unique cultural background. Experiences based on various traditions, norms, and values inform ways of knowing and learning. Learning communities with many ways of knowing and learning benefit everyone. Culturally responsive methods such as inter-cultural communication stimulate respect for the needs of all learners and allow every voice to be heard.
3. Culturally competent teaching and learning involves accommodating individual learners.
- Respect for the learner is a critical component of effective teaching. In addition to pedagogical and subject matter knowledge, competent instructors relate well to their students and possess dispositions such as compassion, fairness, integrity and respect for diversity. Teaching that is respectful and learner focused will naturally involve individual accommodations.
- Good teachers not only learn from, but learn about their students. Learning about the cultures and languages of individual students provides a foundation for implementing effective accommodations that facilitate learning. Learning about students involves listening to them, interacting with them, and modeling for them.
4. Culturally competent teaching and learning requires the use of intercultural communication skills.
- Culturally competent instructors are willing to learn from their students; they recognize the potential of intercultural communication as a means for enhancing the learning of the entire learning community. Effective communication with others who are linguistically and culturally different includes the use of techniques like active listening, elaboration, paraphrasing, and restatement. Intercultural communication strategies such as active listening inform learning and facilitate critical reflection.
5. Culturally competent teaching and learning requires focused activities and intentionally structured environments.
- Perspective-taking behavior requires an understanding of norms, values, and traditions that have informed the other’s worldview and learning behaviors. Ranking the value of ideas such as tradition, religion, independence, education, work, health, respect, honesty, food, etc. and a review of personal rankings with other class members may lead to meaningful conversations.
Article taken from:
Irish, C. & Scrubb, M. (2012). Five Competencies for Culturally Competent Teaching and Learning retrieved online from: http://www.facultyfocus.com/articles/teaching-and-learning/five-competencies-for-culturally-competent-teaching-and-learning/
References and Further Reading:
Child Australia. (2012). Cultural Connections Booklet. Retrieved online from: https://childaustralia.org.au/Documents/IPSP-Section/Resource-Centre-Docs/cultural-book-complete-WEB.aspx
National Education Association. (2014). Why Cultural Competence? Retrieved from: http://www.nea.org/home/39783.htm
Child Australia. (2012). Cultural Connections Booklet. Retrieved online from: https://childaustralia.org.au/Documents/IPSP-Section/Resource-Centre-Docs/cultural-book-complete-WEB.aspx
National Education Association. (2014). Why Cultural Competence? Retrieved from: http://www.nea.org/home/39783.htm