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Alarcon, J.D. (2016). Enacting critical pedagogy in an elementary Methods course: A move toward re-imagining teacher education. International Journal of Critical Pedagogy, 7(2), 149-170. Retrieved from http://libjournal.uncg.edu

Arts Law Centre of Australia. (2018). Information sheets. Retrieved from https://www.aitb.com.au

Australian Bureau of Statistics. (2017, June 27). Census reveals a fast changing, culturally diverse nation [Media release]. Retrieved from http://www.abs.gov.au

Butlin, N.G. (1983). Our original aggression: Aboriginal population of South Eastern Australia, 1788-1850. Sydney: Allen and Unwin.

Casey, M., & Syron, L.-M. (2007). Aboriginal and Torres Strait Islander guidelines for drama/theatre education. Retrieved from https://www.dramaaustralia.org.au

Center for Applied Special Technology [CAST]. (2010). UDL at a glance [Video file]. Retrieved from https://www.youtube.com

Center for Applied Special Technology [CAST] . (2018). The UDL guidelines. Retrieved from http://udlguidelines.cast.org

Clarkson, C. et al. (2017). Human occupation of northern Australia by 65,000 years ago. Nature 547, 306-310. doi:10.1038/nature22968

Department of Education and Early Childhood Development. (2011). Human resources: Cultural and linguistic diversity policy. Retrieved from: https://www.education.vic.gov.au

De Courcy, M. (2010). Linguistic and cultural diversity. In M.B. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity, inclusion and engagement (pp. 41-66). South Melbourne, Victoria: Oxford University Press.

Eatock, C. (2018). Resisting the ascendancy of an emboldened colonialism. In D. Howard-Wagner, M. Bargh, & l. Altamirano-Jiménez (Eds.), The neoliberal state, recognition and Indigenous rights: New paternalism to new imaginings (pp. 59-76). Acton, ACT: ANU Press.

Edyburn, D. L. (2005). Universal Design for Learning. Special Education Technology Practice,7(5), 16-22. Retrieved from https://www.ocali.org

Frank, J. (2013). Raising cultural awareness in the English language classroom. English Teaching Forum, 51(4), 2-11. Retrieved from https://eric.ed.gov

Fraser, N. (2000). Rethinking recognition. New Left Review, 3, 107-120.

Grieves, V. (2014, September 17). Culture, not colour, is the heart of Aboriginal identity. The Conversation. Retrieved from https://theconversation.com/culture-not-colour-is-the-heart-of-aboriginal-identity-30102

Hunt, E. (2017, June 27). Barely half of population born in Australia to Australian-born parents. The Guardian. Retrieved from https://www.theguardian.com

Hyde, M. B. (2010). Understanding diversity, inclusion and engagement. In M.B. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity, inclusion and Engagement (pp. 3-13). South Melbourne, Victoria: Oxford University Press.

Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.

Landers, J. (1993). Death and the metropolis: Studies in the demographic history of London, 1670-1830. Cambridge, UK: Cambridge University Press.

Latimore, J. (2018, January 22). It’s convenient to say Aboriginal people support Australia Day. But it’s not true. Indigenous X. Retrieved from https://www.theguardian.com

McKnight, L. (2018). Curriculum as colour and curves: A synthesis of black theory, design and creativity realised as critical curriculum writing. Gender and Education, 30(2), 222-238. doi:10.1080/09540253.2016.1225010

Munro, J. (2012). Socio-cultural influences on learning. Retrieved from https://students.education.unimelb.edu.au/selage/pub/readings/psyexlearn/PELculturaleffects.pdf

Neville, A.O. (1947). Australia's coloured minority: Its place in the community. Sydney: Currawong Publishing Co.

Price, K. (2012). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession (2nd ed.). Cambridge UK: Cambridge University Press.

Reconciliation Australia (2017). Let’s bust some myths. Retrieved from https://www.reconciliation.org.au

Referendum Council (2017). Uluru statement from the heart. Retrieved from https://www.referendum‌council.org.au

Shih, Y.-H. (2018). Rethinking Paulo Freire’s dialogic pedagogy and its implications for teachers’ teaching. Journal of Education and Learning, 7(4), 230-235. doi:10.5539/jel.v7n4p230

State Government of Victoria. (2018). Victorian. And proud of it. Retrieved from https://proud.vic.gov.au

Tan, S. (2009, July 27). Story in pictures: Eric. Retrieved from https://www.theguardian.com

Thomson, N. (2001). Indigenous Australia: Indigenous health. In J. Jupp (Ed.), The Australian people: an encyclopedia of the nation, its people and their origins (pp. 152-156). Cambridge, UK: Cambridge University Press.

Victorian Aboriginal Education Association. (2012). Retrieved from www.vaeai.org.au

Victorian Curriculum and Assessment Reporting Authority. (2017). Victorian Curriculum Foundation - 10. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au

Victorian State Government Education and Training. (2018). Koorie education coordinator contact details. Retrieved from https://www.education.vic.gov.au

Victorian State Government Education and Training. (2018). Teaching Aboriginal and Torres Strait Islander culture. Retrieved from https://www.education.vic.gov.au

Wassan, R. F., Stuhr, P. L., & Petrovich-Mwaniki, L. (1990). Teaching art in the multicultural classroom: Six position statements. Studies in Art Education, 31(4), 234-246. doi: 10.2307/1320543

Wegelius, L. (2013). The impact of multiculturalism on group work (Bachelor’s thesis). Retrieved from https://www.theseus.fi

YMCA Open Arts. (2012, June 19). Leave my home. [Video file]. Retrieved from https://www.youtube.com/watch?v=wWFKmvMKVNI

YMCA Open Arts. (2012, December 20). Leave my home: Behind the scenes. [Video file]. Retrieved from https://www.youtube.com/watch?v=_Kw5wIPtOCc

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QUIZ: Myths about Aboriginals and Torres Strait Islanders 

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QUIZ: Myths about Aboriginals and Torres Strait Islanders 

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The perpetuation of myths about Aboriginal and Torres Strait Islanders and their cultures has a negative impact on them and broader Australian society. This quiz tests teachers’ knowledge regarding five common myths and provides links to relevant online resources which disprove them.

In counteracting such myths, the quiz aims to improve teachers’ understanding of the challenges faced by Aboriginal and Torres Strait Islanders and foster respect for their histories, experiences and cultures. While the quiz is particularly relevant for teachers of Indigenous students, its scope is more comprehensive; it aims to foster the intercultural understanding required for teachers to meet AITSL standards 1.4 and 2.4, which are detailed here:
https://www.aitsl.edu.au/deliver-ite-programs/aboriginal-and-torres-strait-islander-education

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Communicative language lesson 2

Using literature: Shaun Tan’s Eric

Target group: Year 7-10 EAL/Multilingual Class

Read the story: https://www.theguardian.com/books/gallery/2009/may/13/shaun-tan-eric-story-pictures)

1. Write on the board or tell your name in your home language. Explain to your classmates what your name means.

2. Share with your classmates the differences between your culture and Australian culture regarding one of these aspects: food, entertainment, sport, clothes, language.

3. Write three questions you would like to ask someone who was born in Australia.

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Communicative language lesson 1

Using the arts: Music video

Target group: Year 9-11 Multilingual class

Students watch Leave my Home music video, produced using the different first languages of students from Aranmore Catholic College's Intensive English Centre

https://www.youtube.com/watch?v=wWFKmvMKVNI

Making of Leave my Home: https://www.youtube.com/watch?v=_Kw5wIPtOCc&amp=&t=1s

Follow-up activities:

1. Students share popular and meaningful songs from their home country

2. In groups, students from 2-3 different language backgrounds make up a song using their home languages. They can choose from themes such as home, friendship, Australia, the future, etc.

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Communicative Language Teaching

The Communicative Language Teaching (CLT) approach is useful for teaching a class of multilingual students. It focusses on using language for meaning-making and communication and has the following characteristics:

1. It is student-centred, engaging students on topics which are relevant to their needs, lives and interests.

2. There is a high degree of interaction between peer-to-peer and peer-to-teacher.

3. There is an emphasis on using authentic and purposeful language.

4. There is a focus on how to use the language, rather than learning “about” a language.

5. There is an emphasis on meaning over form.

(De Courcy, 2010)

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Introduction to multicultural and multilingual education

The Department of Education and Early Childhood Development’s Cultural and Linguistic Diversity policy (2011) recognises that:

“Education and early childhood development services are critical to the success of multicultural communities and a prosperous and harmonious Victorian society.”

To foster a multicultural society through education, we look to our diverse student population, who brings with them rich linguistic and cultural resources. Teachers enact inclusive practices using lesson plans that elicit meaningful linguistic and culturally specific contributions from students.

By encouraging LBOTE students to draw on their unique language and cultural resources, their voices and experiences are being heard. Having a variety of voices represented in the classroom addresses Hyde’s definition (2010) of school inclusion, allowing access and encouraging active participation to achieve equitable outcomes. Similarly, Kramsch (1993) asserts that culture is fostered and played out through the dialogue between students and between teacher and students.

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Warm up: Victorian. And proud of it.

Victoria has one of the most diverse populations in the world (DEECD, 2011). This interactive State Government of Victoria resource features stories from Victorians from all walks of life, racial and language backgrounds, from students to surgeons. Students are invited to contribute a short 30 second video, audio recording or text with a photo of themselves.

https://proud.vic.gov.au/our-stories/#!/home

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Our stories | Victorian. And Proud Of It.

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Victorian. And proud of it. celebrates real-life examples of contribution and belonging, as told by real Victorians.

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Resources for culturally and linguistically diverse classrooms

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Resources for culturally and linguistically diverse classrooms

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Background

According to the most recent Australian Census conducted in 2016, there were over 300 separately identified languages spoken in Australian homes. More than one-fifth (21%) of Australians spoke a language other than English at home. After English, the next most common languages spoken at home were Mandarin, Arabic, Cantonese, and Vietnamese (Australian Bureau of Statistics, 2017).

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That sounds like we let students do most of the work. What do we do?

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That sounds like we let students do most of the work. What do we do?

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Frank (2013) states that students from diverse linguistic and cultural backgrounds perceive delivered messages and content differently, as their backgrounds have a large effect on their understanding without them realising it. As each student’s background affects student learning differently, teachers need to understand their backgrounds in order to be able to anticipate differing perceptions and learning needs (Munro, 2012). Villegas and Lucan (2007) suggest ways that teachers can create an environment where all learners’ diversities are included, from learning about students’ lives; being socioculturally conscious; using appropriate instructional strategies for each learner; supporting all students, and, most importantly, trusting in your students.

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How can we, as teachers, implement UDL in our classrooms?

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How can we, as teachers, implement UDL in our classrooms?

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The UDL method asks us, as the translators of curriculum into real-life practice, to be as inclusive as possible by using the three pillars. For example, instead of using plain text to explain a topic, using pictures or drawings could help students who are from different language backgrounds to better understand the topic in question. Or allowing students to choose a topic to work on could be more helpful and make their learning more meaningful, as they are able to relate to themselves better. This could allow them to bring something from their background into the class, so that the class learns not only about the topic, but also additional cultural or historical content.

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According to Edyburn (2005) and CAST (2018), UDL consists of three main pillars: multiple means of engagement to engage a wide range of learners, multiple means of representation to allow all learners to understand, and multiple means of actions and expression that each learner can choose from to express themselves.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

UDL Rising to Equity

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey. Do you use social media? Join the conversation happening now in the #UDLrising hashtag.
Meet the UDL Rising to Equity Advisory Board Meet the UDL Rising to Equity Stakeholder Council

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guid…

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How do we use this diversity to create an environment where all learners are included? 

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How do we use this diversity to create an environment where all learners are included? 

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One method is Universal Design for Learning (UDL). The UDL method is a way of creating a curriculum that can be understood by everyone, regardless of their background. It also allows each learner to draw on their own background to contribute to their personal learning and that of others (CAST, 2010).

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How do those differences contribute in the classroom environment?

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How do those differences contribute in the classroom environment?

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Students can use their different cultural and linguistic backgrounds to create a vibrant learning environment where each student contributes his or her perspective and viewpoints on a topic related to cultural background (Watson, Stuhr, & Petrovich-Mwaniki, 1990). This can bring invaluable knowledge to the classroom and give students the opportunity to learn better about different cultures and their own (Wegelius, 2013).

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Conclusion
McKnight (2018, pp. 228-229) tells us by building a relationship between the school and Koorie community we are able to, “participate in constructive dialogue and reconciliation,” so as to “enrich teaching.”  The protocols suggest this themselves (see pages, 2, 3 and 5) and provide the channels through which to do so, it is thereby determined that the protocols achieve their aim.  We must therefore turn the critical lens on ourselves as teachers (Alarcon, 2016) and assess our own engagement with the protocols.

Our students are supported in their understanding of the society and history (Shih, 2018) of Victoria through the protocols.  Responding to the need to engage with Indigenous Australian culture complies with the Victorian Curriculum (VCAA, 2017).  By engaging with the Koorie community we fulfil opportunity to develop a culturally inclusive school community.

Useful links

Cross-curriculum Priorities Overview

http://victoriancurriculum.vcaa.vic.edu.au/overview/cross-curriculum-priorities

Koorie Cross-Curricular Protocols for Victorian Government Schools

http://victoriancurriculum.vcaa.vic.edu.au/static/docs/Koorie%20Cross-Curricular%20Protocols.pdf

Learning about Aboriginal and Torres Strait Islander Histories and Cultures

http://victoriancurriculum.vcaa.vic.edu.au/static/docs/Learning%20about%20Aboriginal%20and%20Torres%20Strait%20Islander%20histories%20and%20cultures.pdf

Teaching Aboriginal and Torres Strait Islander Culture

https://www.education.vic.gov.au/school/teachers/teachingresources/multicultural/Pages/koorieculture.aspx

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Advice (VCAA, 2018)

“NO AMOUNT OF STUDY CAN SUBSTITUTE FOR THE LIVED EXPERIENCES OF MEMBERS OF THESE COMMUNITIES” (VCAA, 2018, p. 3)

Engage with the protocols to fulfil cross-cultural demands of the curriculum (VCAA, 2017)

Go to https://www.education.vic.gov.au/about/contact/Pages/marrungregional.aspx (State Government of Victoria, 2018) to find out how to contact the relevant member of the Koorie community on which our school stands

Be clear about the purpose of learning content with students and Koorie consultants

Don’t expect every Koorie person to know or talk about all cultures, families, histories and issues

Use a variety of resources.  Refer to Casey and Syron (2007, pp. 15-20): https://www.dramaaustralia.org.au/assets/files/ATSIguidelinesFinalSept07.pdf

STUDENTS CREATED THE FOLLOWING BRAINSTORMS AFTER READING THE PROTOCOLS AS AN INTRODUCTION TO A UNIT ON INDIGENOUS AUSTRALIAN REPRESENTATION IN FILM.

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Koorie Cross-Curricular Protocols for Victorian Government Schools (VCAA, 2018)

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Koorie Cross-Curricular Protocols for Victorian Government Schools (VCAA, 2018)

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Dialogic pedagogy (Shih, 2018) indicates education as a cultural pursuit demanding our active engagement with Indigenous Australian content as it is represented in Victoria.  Through critical pedagogy (McKnight, 2018) we will determine whether the protocols achieve the outline above.

Where to begin?

Read through the protocols located in the Useful Links section of this resource

Brainstorm ways for engaging Koorie culture and intellectual property

Invite students to use the protocols to come up with rules or guidelines for the classroom

Example of a classroom rule: RESPECT SILENCE IN CLASS DISCUSSIONS THROUGH OUR ACTIVE LISTENING SKILLS (see VCAA, 2018, p. 6)

Dialogic pedagogy (Shih, 2018) tells us that exploring the culture and identity of the Koorie peoples through openness to the protocols is key to successful culturally inclusive schools.

Now what?

We respect the rights the Koorie community has  over their intellectual property

Refer to this website to find out more about this: https://www.aitb.com.au/index.php/information-sheets/entry/indigenous-cultural-and-intellectual-property-icip (Arts Law Centre of Australia, 2018)

If a task requires the development of a replica of cultural expression then consult with the Koorie community

Use this website, http://www.vaeai.org.au/ (VAEAI, 2012) to do so

When engaging with the protocols, resources or learning content follow the Koorie Community Teaching Model:

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How diverse are classrooms in Australia?

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How diverse are classrooms in Australia?

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49% of Australians were either born overseas, or have at least one parent born overseas (Hunt, 2017). If we simplify this number into a classroom of 25 students, twelve were either born overseas or have at least one parent who was born overseas. Such students might come from completely different linguistic and cultural backgrounds.

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This resource supports teachers in navigating the diverse landscapes of our classrooms, from embracing differences in our students to embedding Indigenous Australian content within our lessons. The first section offers strategies with which to support a diverse range of students through a universal design for learning (UDL) approach to teaching. The second section suggests lesson planning ideas and material to elicit meaningful language and culturally-specific contributions from students. In considering the diversity of our classrooms, we recognise the importance of Aboriginal and Torres Strait Islander cultures. You can test your ‘teacher’ knowledge in this regard through the quiz in the third section of this resource. Drawing on critical and dialogic pedagogy, the fourth section examines incorporating the Koorie Indigenous culture across all learning areas of the Victorian Curriculum (VCAA, 2017) through the Koorie Cross-Curricular Protocols for Victorian Government Schools (VCAA, 2018). Through supporting different voices in the classroom, teachers foster what Fraser (2000) terms cultural recognition and achieve participatory parity for non-majority groups of students, resulting in an inclusive and diverse classroom.