Question 2:

How can culturally responsive pedagogy positively influence the engagement and participation of students in a Health and Physical Education setting?

Question 2: How can the adoption of a culturally responsive pedagogy help Kelly maximise student learning and engagement in this diverse and complicated classroom?

This class has a diverse community with students of very different backgrounds. 40% of students also do not speak English meaning there will be high EAL/D needs. Students are also typically of a low socio-economic background and unemployment is high meaning some families may be experiencing hard times, impacting student's learning. 10% of students were also of Aboriginal heritage.

MICRO

Jake specifically has a class with students of EAL/D background, two students of Aboriginal heritage. He also has a student who is a chronic non-attender, it's possible that student has a family experiencing hard times due to economic conditions, affecting his ability to learn effectively and want to come to school (could also be something else)

At the micro-level, Jake has to be aware of the EAL/D students in his class. Specifically adjusting the way that he might explain concepts. Additionally, being aware of the Aboriginal students as well as showing appreciation for their culture.

At the meso level, knowing that a portion of the school are of Aboriginal heritage.

At the macro-level it's about understanding that the community is facing quite hard times and have high unemployment rates and seeing if that affects any of the students.

For example, a SRC facilitated by a teacher could be a way of bridging cultural groups through discussion and creation of school programs.

-Student group up by cultural identity suggests strong in-group understandings but lack of cross-cultural peer engagement

-Language barriers: could be affecting participation and understanding.

-Student disengagement: students dong the work but not meaningfully engaged in learning. Cultural mismatch between curriculum/teaching and students’ lived experiences?

Teacher background and attitude: Kelly’s is experienced with Aboriginal students which may mean she is more sensitive to culturally responsive practices, but she might need support to adapt to a more multicultural classroom

-The local area is very diverse but the curriculum content and pedagogy may not reflect this or not give students the opportunity to share this

-10% of the school population identifies as ATSI = need for authentic cultural inclusion, who are the mentors for these kids etc?