Professional Documents
Culture Documents
Throughout this unit, it has been cultivated that preservice teachers and
teachers within the profession are required to develop, embody and promote positive
2015). Teachers are to develop alternative worldviews while closing the gap between
Ways Pedagogies within the curriculum (Yunkaporta; 2009 & Blair, 2015). There are
numerous benefits through applying Aboriginal cultural content into the visual arts or
modern history syllabus. Through embedding Aboriginal and Torres Strait Islander
cultural content and reflectiveness, the subjects become more relevant to students of
Aboriginal and Torres Strait Islander background (Purdie, Milgate & Bell; 2011).
what I have learnt in 102085. The ‘essential principles’ taught have transformed my
lesson programs to include the exposure to, and engagement with Aboriginal and
Torres Strait Islander cultural heritage, including cultural expression including specific
textiles, artefacts, handicrafts, baskets and paintings to the syllabus; and application
of 8 ways pedagogy (Purdie, Milgate & Bell; 2011). In order to ensure all content and
artefacts were ethically delivered and used sensitively, guidance was sought from a
head teacher that suggested the consultation of the AECG (Aboriginal Education
Consultative Group) ensuring the appropriate protocols were followed for the
successful and positive engagement of all students. This realistic exposure and
opportunities were additionally terrific for finalising the group assignment and
understanding the practical inclusion of Aboriginal and Torres Strait Islander culture
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Brigitte Gerges Reflective Essay- 102085 19189518
Within the key learning area of visual arts, there was an opportunity to cater to
students needs post understanding and getting to know their personalities, cultural
background, and previous learning journey. I have learnt to remain impartial and non-
assumptive around any students but to get to know them if they wish to get to know
essential to be mindful, respectful and sensitive towards all students of all cultural
background. The respect created a link between axiology; Indigenous ways of valuing;
I have created a strong professional relationship within the community and the
classroom and would like to continue to build cultural knowledge within a staffroom
experiences and histories (Price, 2015). This unit has relayed how to apply elements
of the eight ways pedagogy such as spontaneous learning, trial and feedback and
Demonstration and induction for using tools was a method for which I delivered content
and Aboriginal, and Torres Strait Islander students and non- Aboriginal and Torres
Strait Islander students were more responsive to creating an artwork this way. While
undergoing this semesters professional practice not all students enjoyed or responded
to this method of learning; however differentiation, after getting to know each student
and referring to the lectures, strengthened the following lessons. Through practically
practicing teacher there is continuous professional development ahead and feel thus
far I have been able to transform my professional education and journey towards
building a more inclusive and engaging classroom for all students (Yunkaporta; 2009
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Brigitte Gerges Reflective Essay- 102085 19189518
& Blair, 2015). Through the application of 8 ways pedagogy students of Aboriginal
heritage are more likely to improve their attendance and complete their secondary
Torres Strait Islander students, I will ensure to keep the activities as hands-on as
possible and enable students to learn through experiencing success within the
student before relaying the syllabus content. Through professional development and
around for a more extended period and show students I care not only about their
effectively and holistically; Aboriginal and Torres Strait Islander students receive the
realistic connections to support and personalise what they are learning in school and
are able to apply their learning to real-life situations and provided with opportunities
for increased success (Craven, 2011). It is also important to consider that some
students may not have the same attitudes or values towards education that I may hold
and need to care for these students as much as those that hold the same values and
towards students’ interests are essential for developing a stronger more effective
student-teacher relationship. Students may have some days better than others and
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Brigitte Gerges Reflective Essay- 102085 19189518
the positivity we show towards these students as teachers and mentors should uphold
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Brigitte Gerges Reflective Essay- 102085 19189518
References:
primary and secondary teaching (2nd ed.). Sydney: Allen & Unwin.
Purdie, N., Milgate. G., and Bell, H.R. (2011). Two Way Teaching and Learning-
Price, K. (2nd Ed). (2015). Aboriginal and Torres Strait Islander education: An
University Press