Brigitte Gerges Reflective Essay- 102085 19189518

Throughout this unit, it has been cultivated that preservice teachers and

teachers within the profession are required to develop, embody and promote positive

and appropriate cultural receptiveness and positive pedagogical strategies (Price,

2015). Teachers are to develop alternative worldviews while closing the gap between

Indigenous Knowing’s and Western Knowledge’s through the application of the 8

Ways Pedagogies within the curriculum (Yunkaporta; 2009 & Blair, 2015). There are

numerous benefits through applying Aboriginal cultural content into the visual arts or

modern history syllabus. Through embedding Aboriginal and Torres Strait Islander

cultural content and reflectiveness, the subjects become more relevant to students of

Aboriginal and Torres Strait Islander background (Purdie, Milgate & Bell; 2011).

An opportunity was available to critically analyse my teaching practice and

reflect on my understanding of Aboriginal and Torres Strait Islander culture by applying

what I have learnt in 102085. The ‘essential principles’ taught have transformed my

lesson programs to include the exposure to, and engagement with Aboriginal and

Torres Strait Islander cultural heritage, including cultural expression including specific

textiles, artefacts, handicrafts, baskets and paintings to the syllabus; and application

of 8 ways pedagogy (Purdie, Milgate & Bell; 2011). In order to ensure all content and

artefacts were ethically delivered and used sensitively, guidance was sought from a

head teacher that suggested the consultation of the AECG (Aboriginal Education

Consultative Group) ensuring the appropriate protocols were followed for the

successful and positive engagement of all students. This realistic exposure and

opportunities were additionally terrific for finalising the group assignment and

understanding the practical inclusion of Aboriginal and Torres Strait Islander culture

and heritage across curriculum studies.

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Brigitte Gerges Reflective Essay- 102085 19189518

Within the key learning area of visual arts, there was an opportunity to cater to

students needs post understanding and getting to know their personalities, cultural

background, and previous learning journey. I have learnt to remain impartial and non-

assumptive around any students but to get to know them if they wish to get to know

me as all Aboriginal people are entitled to respect and mindfulness. Furthermore, it is

essential to be mindful, respectful and sensitive towards all students of all cultural

background. The respect created a link between axiology; Indigenous ways of valuing;

and the 8 Aboriginal Ways of Learning (Price, 2015).

I have created a strong professional relationship within the community and the

classroom and would like to continue to build cultural knowledge within a staffroom

environment and within a classroom among students with different cultures

experiences and histories (Price, 2015). This unit has relayed how to apply elements

of the eight ways pedagogy such as spontaneous learning, trial and feedback and

through observation and imitation rather than verbal delivery of instruction.

Demonstration and induction for using tools was a method for which I delivered content

and Aboriginal, and Torres Strait Islander students and non- Aboriginal and Torres

Strait Islander students were more responsive to creating an artwork this way. While

undergoing this semesters professional practice not all students enjoyed or responded

to this method of learning; however differentiation, after getting to know each student

and referring to the lectures, strengthened the following lessons. Through practically

applying these carefully chosen pedagogical strategies as a developing teacher;

further cultivating value for Aboriginal culture in the school environment. As a

practicing teacher there is continuous professional development ahead and feel thus

far I have been able to transform my professional education and journey towards

building a more inclusive and engaging classroom for all students (Yunkaporta; 2009

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Brigitte Gerges Reflective Essay- 102085 19189518

& Blair, 2015). Through the application of 8 ways pedagogy students of Aboriginal

heritage are more likely to improve their attendance and complete their secondary

education as the content becomes increasingly relevant to their identity and

background (Price, 2015).

Furthermore, to become a more effective teacher regarding Aboriginal and

Torres Strait Islander students, I will ensure to keep the activities as hands-on as

possible and enable students to learn through experiencing success within the

classroom. Through self-reflexivity, the next challenge will be to increase and

strengthen engagement in conversation about matters that are important to the

student before relaying the syllabus content. Through professional development and

revisiting classroom management progression, I will become better equipped and

increasingly confident to foster longer-term connections with students as I will be

around for a more extended period and show students I care not only about their

academic endeavours but also their life at school.

Through the progression of the teaching profession applying the 8 ways

effectively and holistically; Aboriginal and Torres Strait Islander students receive the

realistic connections to support and personalise what they are learning in school and

are able to apply their learning to real-life situations and provided with opportunities

for increased success (Craven, 2011). It is also important to consider that some

students may not have the same attitudes or values towards education that I may hold

and need to care for these students as much as those that hold the same values and

attitudes. Acknowledgement of a student’s feelings, genuine interest, and care

towards students’ interests are essential for developing a stronger more effective

student-teacher relationship. Students may have some days better than others and

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Brigitte Gerges Reflective Essay- 102085 19189518

the positivity we show towards these students as teachers and mentors should uphold

the professional standards.

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Brigitte Gerges Reflective Essay- 102085 19189518

References:

Blair, N. (2015). Aboriginal Education: More than adding perspectives in Learning to

Teach in the Secondary School. Noelene [Link]-Fell (Ed). Australia

Cambridge University Press, pp.189-208

Craven, R. (Ed). (2011). Teaching Aboriginal studies: A practical resource for

primary and secondary teaching (2nd ed.). Sydney: Allen & Unwin.

Purdie, N., Milgate. G., and Bell, H.R. (2011). Two Way Teaching and Learning-

toward culturally reflective and relevant Education ACER. What Works.

Price, K. (2nd Ed). (2015). Aboriginal and Torres Strait Islander education: An

introduction for the teaching profession. Port Melbourne, Australia: Cambridge

University Press

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

cultural interface. Australian Educational Researcher, 36(2), 55-72