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Practise in ways that show a commitment to social justice and the processes of reconciliation based on understanding the culture, experiences, histories, and contemporary issues of First Nations communities.
“… this GLO begins or continues my journey towards Indigenous cultural competence. Learning about Indigenous knowledges and developing my cultural competence through a range of learning and cultural experiences with my teachers and peers will enable me to hear many voices and diverse perspectives, including my own ongoing reflections. Over time I will come to acknowledge, understand, respect and appreciate the Wiradjuri phrase yindyamarra winhanga-nha’ – “the wisdom of respectfully knowing how to live well in a world worth living in, from the voices of the Wiradjuri people. This will help guide my learning now, and better prepare me for my future professional practice, returning to community, or working on the global stage”
Universities Australia (2011) National Best Practice Framework offers a pedagogical scaffold for the development of Indigenous Australian content in undergraduate courses and master by coursework courses. This staged approach aims to gradually build people’s confidence in and capacity to communicate and work within a range of settings and situations. Students require space to listen, discuss, reflect, ponder, ask questions, critique and inquire into a range of perspectives on a topic, thereby helping them to see connections, to build their stance and identity.
As an ongoing developmental journey, students will:
The Indigenous Australian Content in Courses and Subjects Policy outlines the requirements for a subject to be classified as an Indigenous Australian studies subject, discipline-specific or hybrid Indigenous Australian studies.
Teaching practices start with your ‘journey within’, your cultural identities and beliefs as a teacher, your current approaches to teaching and student learning, and being clear on your pedagogical purpose. We aim to support our students to develop into people whose ways of knowing, being and doing can flourish within the diverse cultural contexts they reside in, and encounter.
A strengths-based model underpins teaching practices to ensure all students have exposure to a range of cultural narratives – Aboriginal and Torres Strait Islander success stories of challenge, inquiry, justice, courage, and resilience. Privileging Elders’ voices can be achieved through:
The Cultural Competence Pedagogical Framework of the National Best Practice Framework encourages us to build and develop competency through strategies that include essays, reflective journaling and assessment items calling for ethical judgements in a professional context.
For additional support, please contact Indigenous Cultural Competence: email@example.com.