Pedagogy informed by community expertise
Date
2024
Authors
Corrie, S.
Marsh, P.
Editors
Green, D.
Price, D.
Price, D.
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Book chapter
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Source details - Title: Teaching to Transform Learning: Pedagogies for Inclusive, Responsive and Socially Just Education, 2024 / Green, D., Price, D. (ed./s), Ch.12, pp.187-202
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Abstract
In Australia, the educator landscape continues to be dominated by persons who are non-Indigenous, middle-class, speakers of English as their primary language and of European/Anglo cultural heritage (Daniels-Mayes 2016; Perso & Hayward 2015). When working with culturally minoritised learners, educators currently find themselves operating amid educational imperatives that are often complex and contradictory (Unsworth 2013). As foregrounded in chapters 3–5, cultural responsivity is a pedagogical approach that seeks to value, recognise and utilise the intelligence and cultural capacities that students already possess in the classroom (Morrison et al., 2019). This is a practice that requires educators to go beyond the limitations of simply being culturally aware, having cultural understanding or being culturally competent and instead seeks to tailor an educator’s practice according to learners’ unique place-based linguistic and cultural repertoires. In doing so, the eductor acknowledges through their practice that First Nations contexts are not all the same and that learners will often speak a range of differing home languages.
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Copyright 2024 Cambridge University Press