Professional Knowledge
Standard 2: Know the content and how to teach it
2.4: Understand and respect Aboriginal and Torres strait Islander people’s histories, culture and language
Attendance at an event at school during NAIDOC Week to attain insights into Aboriginal culture to inform culturally responsive pedagogy in the classroom. The talk was delivered by Aboriginal elder Walangari Karantwarra, a teacher and Diramu dance artist, known for educational programs across schools.
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Participation in an educational excursion focused on insights into local Aboriginal culture was relevant for developing a multi-faceted perspective on Aboriginal culture. I engaged with local Aboriginal language and symbols, cooking methods, the meaning of the sounds of the didgeridoo and some common practices of protection in the bush. Broader community collaboration and Aboriginal perspectives for reconciliation are important, as highlighted by Osborne (2017), for effective culturally responsive pedagogy in classrooms which is not tokenistic (Foley 2007, p.113; Nikki & Moodie 2017). The experience highlighted important aspects of local Aboriginal culture, as recommended by Nikki and Moodie (2017) and Foley (2007, p.106), and to be mindful of variations within Aboriginal culture and not assume that there is just one Aboriginal knowledge spectrum.