AITSL Professional Standard 1.4
The diversity of student identities
In the 21st Century, the diversity of students has accelerated rapidly. Evidently, one of the key pillars for student’s success is enhanced through a diversity of student identities (Blessinger, Hoffman & Makhanya, 2018). Some of these identities that exist among the indigenous students are lack of values in the society, deemed lazy and primitive to have abilities like the rest, the media has shaped a negative image among the group. Lastly, teachers in various ways may unconsciously limit their expectations to the indigenous students based on stereotypes (Venegas, 2018). The other crucial factor is that there is tension in the cultural identity that revolves around built-up tension, which has continued to impact the stolen generation. Because of their timid behavior, these groups remain connected, however, they accept to be referred to as Australian.
One example of a stereotype associated with indigenous communities is that they have different cultures and spiritual beliefs (Lowe, 2020). There exists a common stereotype that affects indigenous students. Often, teachers relate with their students in various ways and one of them is embraced in classrooms (Week 3, 2020). Its main aim is to foster belonging and allow students from all parts of the world to be interconnected. By understanding student identity, teachers can value students and work with them through plurality. In using plurality, the level of acceptance in the society is embraced.
To effectively improve teaching practices and effectively achieve education needs to students, one way is to avoid common stereotypes in society and embrace a changing world (Rae-Grant, 2020). As a teacher, getting to understand the importance of student identity and diversity in society is crucial towards actively rejecting the scope of stereotypes (Schnurr, 2010). More importantly, a teacher can effectively celebrate and value students’ identity through diversity.
Family and Community
The current structure of a relationship between a family and community are interconnected and they form a significant structure for the sustainability of essential needs in the society. It is important to provide meaningful relationships in the community as it provides long term toes in society (Frederico & Whiteside, 2015). In as much as they are meaningful, these relationships require strategies for their strengthening. These relationships can be strengthened through embracing the culture of everyone, provide a sense of well-being, and enhance a healthy development in the society through positive relationships.
The formation of the school comprises of three crucial stakeholders who are the teacher, family, and the community at large. In the past, parents held different narrative on the importance of the education system and its relevance to their offspring. By using their narrative, parents put less effort in a continued effort to the promotion of a sustainable education system (Sencovici, 2017). Furthermore, the failures in the school system constituted of cultural alienation and the form of discrimination.
As fore-mentioned above, relationships in society are crucial for community ties. Some of the practical ways that are embraced in strengthening family and community ties include regular communication with parents, which is conducted through an in-person or online platform (Reed et al., 2016). Secondly, practical involvement with families through committees and events is sufficient in community ties. Last is through the invitation of indigenous elders through the classroom, which is meaningful in the decision-making aspect that is connected with schools.
Curriculum and pedagogy
Good practice entails the integration of all strategic needs and factors that are crucial for excellent classroom activities in the classroom (Peristeris, 2017). In respect to this, the methodology used in teaching is essential in promoting sustainability to students. Moreover, it enhances the use of unique methods of teaching and, more important providing knowledge that is of high value to students. To effectively enhance good practice, there is a need for evidence-based teaching. The practical evidence-based comprises the establishment of areas where students learn, deciding on appropriation on teaching strategies, monitoring the progress of students, and evaluating the effectiveness of teaching (Paris & Alim, 2017). However, in as much as teaching strategies are somehow universal, there exist specific methods of teaching indigenous students.
One effective way for teaching strategies for indigenous students requires understanding their cultural needs, change the narrative of their expectations, use an example that relates to their environment as well as their community at large, improve awareness and a great of sense to the autonomy and lastly provide community culture to foster their culture (Burgess, 2020). For example, teaching geography as one of the component subjects will bring their aboriginal community sites. As a result, it will enhance an indigenous part for creating an authentic culture. Ideally, most genuine learning experiences have been proven as a strategic platform that ensures teaching strategies among indigenous students are approached (Bucholtz, Casillas & Lee, 2017). Lastly, by integrating knowledge and culture that comprises of teaching aboriginal culture is one incentive that will ensure there is effectiveness in indigenous cultural aspects that will improve knowledge systems.
The Australian Professional Standards for Teachers
One way through which student diversity in school is enhanced is through understanding the culture of other people. Besides, there is a need for ensuring there is equality in school and hence it is enhanced through professional standards for teachers. In Australia, professional standards are highly embraced through undertaking professional roles and responsibilities of teachers, which is enhanced by the AITSL (Moodie & Patrick, 2017). As a teacher, it is important to embrace the cultural diversity of indigenous students. To effectively approach this aspect, one way is to demonstrate that indigenous students are provided with equal opportunities in education and also their abilities are directly appreciated without prejudice.
Australia has set a professional standard that should be evaluated by teachers to provide an opportunity for improving their roles and also have a direct engagement in their learning structure. One crucial role for a teacher that is entailed in the Australia Professional Standard for teachers is diversification of knowledge and a high level of understanding that is essential in providing a direct culture in the society (Loughland & Ellis, 2016). Furthermore, as a teacher, it is significant to demonstrate cultural identity and linguistic background on their education platform that is based on their culture. Even though the provision of historical factors that links this group is significant for the indigenous community, more emphasis should correspond to the provision of accuracy, knowledge and authenticity in connecting teaching strategies, which are diversity.
References
Blessinger, P., Hoffman, J., & Makhanya, M. (2018). Introduction to perspectives on diverse student identities in higher education. Perspectives on Diverse Student Identities in Higher Education: International Perspectives on Equity and Inclusion, 1-11. doi:10.1108/s2055-364120180000014002
Bucholtz, M., Casillas, D. I., & Lee, J. S. (2017). Language and culture as sustenance. Culturally sustaining pedagogies: Teaching and learning for justice in a changing world, 43-59.
Burgess, C. (2020). Aboriginal Pedagogies & Curriculum: Becoming Culturally Responsive Teachers [PPT].
Frederico, M., & Whiteside, M. (2015). Building school, family, and community partnerships: Developing a theoretical framework. Australian Social Work, 69(1), 51-66. doi:10.1080/0312407x.2015.1042488
Loughland, T., & Ellis, N. (2016). A common language? The use of teaching standards in the assessment of professional experience: Teacher education students’ perceptions. Australian Journal of Teacher Education, 41(7), 56-69. doi:10.14221/ajte.2016v41n7.4
Lowe, K. (2020). Week 1 – An introduction to the landscape of Indigenous education: Indigenous Perspectives In Education [PPT].
Moodie, N., & Patrick, R. (2017). Settler grammars and the Australian professional standards for teachers. Asia-Pacific Journal of Teacher Education, 45(5), 439-454. doi:10.1080/1359866x.2017.1331202
Schnurr, S. (2010). Constructing leader identities through teasing at work. Journal of Pragmatics, 41(6), 1125-1138. doi:10.1016/j.pragma.2008.10.002
Sencovici, M. (2017). Environmental education in school, family, and community. doi:10.15405/epsbs.2017.07.03.86
Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Peristeris, K. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Journal of Teaching and Learning, 11(1). doi:10.22329/jtl.v11i1.4987
Rae-Grant, M. A. (2020). Book review: Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Urban Education, 004208592091437. doi:10.1177/0042085920914370
Reed, J., Van Vianen, J., Deakin, E. L., Barlow, J., & Sunderland, T. (2016). Integrated landscape approaches to managing social and environmental issues in the tropics: learning from the past to guide the future. Global change biology, 22(7), 2540-2554.
Venegas, K. M. (2018). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Django Paris and H. Samy Alim, EDS. New York: Teachers college press, 2017, 294 pp. Anthropology & Education Quarterly, 49(4), 470-472. doi:10.1111/aeq.12270
Week 3. (2020). Aboriginal Education and Well-being Team [PPT].