Cultural Inclusion and Indigeneity by Pongpeera Thiapairat https://padlet.com/apochromatic/22jo15b0ymk1 Supporting Different Voices in the Classroom en-us 2018-09-19 05:44:11 UTC 2023-12-07 03:47:30 UTC hello@padlet.com apochromatic https://padlet.com/apochromatic/22jo15b0ymk1/wish/290637712 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.]]> 2018-10-09 10:06:42 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/290637712 How diverse are classrooms in Australia? apochromatic https://padlet.com/apochromatic/22jo15b0ymk1/wish/290637897 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.]]> 2018-10-09 10:07:23 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/290637897 Koorie Cross-Curricular Protocols for Victorian Government Schools (VCAA, 2018) https://padlet.com/apochromatic/22jo15b0ymk1/wish/291043587 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?

]]> 2018-10-10 01:01:47 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/291043587 https://padlet.com/apochromatic/22jo15b0ymk1/wish/291047300 Advice (VCAA, 2018)

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



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

]]> 2018-10-10 01:24:08 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/291047300 https://padlet.com/apochromatic/22jo15b0ymk1/wish/291048160 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
]]> 2018-10-10 01:29:16 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/291048160 How do those differences contribute in the classroom environment? apochromatic https://padlet.com/apochromatic/22jo15b0ymk1/wish/291091398 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).]]> 2018-10-10 06:40:51 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/291091398 How do we use this diversity to create an environment where all learners are included? apochromatic https://padlet.com/apochromatic/22jo15b0ymk1/wish/291091683 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).

]]> 2018-10-10 06:41:46 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/291091683 What is the UDL approach? apochromatic https://padlet.com/apochromatic/22jo15b0ymk1/wish/291091877 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.]]> 2018-10-10 06:42:24 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/291091877 How can we, as teachers, implement UDL in our classrooms? apochromatic https://padlet.com/apochromatic/22jo15b0ymk1/wish/291092026 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.]]> 2018-10-10 06:43:05 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/291092026 That sounds like we let students do most of the work. What do we do? apochromatic https://padlet.com/apochromatic/22jo15b0ymk1/wish/291092139 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.

]]> 2018-10-10 06:43:35 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/291092139 Resources for culturally and linguistically diverse classrooms jacktanhj https://padlet.com/apochromatic/22jo15b0ymk1/wish/292476201 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).

]]> 2018-10-14 01:01:01 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/292476201 jacktanhj https://padlet.com/apochromatic/22jo15b0ymk1/wish/292476567 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

]]> 2018-10-14 01:09:52 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/292476567 jacktanhj https://padlet.com/apochromatic/22jo15b0ymk1/wish/292476648 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.

]]> 2018-10-14 01:11:41 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/292476648 jacktanhj https://padlet.com/apochromatic/22jo15b0ymk1/wish/292476702 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)

]]> 2018-10-14 01:12:54 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/292476702 jacktanhj https://padlet.com/apochromatic/22jo15b0ymk1/wish/292476766 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.

]]> 2018-10-14 01:14:02 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/292476766 jacktanhj https://padlet.com/apochromatic/22jo15b0ymk1/wish/292477152 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.
]]> 2018-10-14 01:23:20 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/292477152 QUIZ: Myths about Aboriginals and Torres Strait Islanders mwrigley3 https://padlet.com/apochromatic/22jo15b0ymk1/wish/292505218 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
]]> 2018-10-14 09:08:21 UTC https://padlet.com/apochromatic/22jo15b0ymk1/wish/292505218 References https://padlet.com/apochromatic/22jo15b0ymk1/wish/292522360  
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