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Cultural differences between indigenous vs non indigenous australians
Difference in culture of the aboriginal and australian
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ICC9K1 Personal cultural biases and differences that affect one’s teaching. - Competency 4 I am very careful to be respectful of the various cultures and differences among the students at my school, so this does not impact my teaching. I differentiate my instruction in order to accommodate the needs. I am in a school with students from a wide range of countries.
Although we are living in a time of formal equality and within a contemporary Australian society, Indigenous Australian youth continue to face many challenges when advancing from youth to adulthood. This essay recognises the continuous influences of western cultures on Indigenous Australian youth; with focus on marginalisation and oppression, stereotyping, as well as the main cultural influences on Indigenous youth and how Indigenous youth and a dominant white Australian culture are both interdependent to one another. These factors have an immense impact on Indigenous Australian youth when shaping their identities. ‘Yolngu Boy’ and ‘Black Chicks Talking’ were viewed to gain an understanding and be used as examples of some of the issues faced
HOW TEXTS OFFER SIMILAR YET DIVERSE PERSPECTIVES ON INDIGENOUS AUSTRALIANS’ EXPERIENCES The experiences Indigenous Australians go through impact their struggle to keep their cultural practises, land, rights and traditions alive. The specific 4 texts, ‘The Rabbits’ picture book by Shaun Tan, ‘No more boomerang’ by Oodgeroo Noonuccal, The Aboriginal Equation by Tamika Worrell and ‘Racism is Destroying the Australian Dream’ publicly stated by Stan Grant all tell different perspectives on Aboriginal peoples’ experiences while all having a main similarity; Something being taken away. The Rabbits, by John Marsden and Shaun Tan, is a picture book showing the Aboriginal people’s perspective towards the British Colonisers taking over their land and affecting the Indigenous people.
Rebecca Sewell TCTN 5600.01 Culturally and Linguistically Responsive Teaching and Learning Book Report and Reflection Culturally and Linguistically and Linguistically Responsive Teaching and Learning by Sharroky Hollie is an excellent take on how to reach our students who are English Language Learners, from diverse cultures, and from different linguistic backgrounds. This book provides a plethora of ideas to incorporate into our classrooms to reach all our students as educators. This book is broken down into three main parts or ideas, understanding the mindset, building skillsets, and a personal recap by Mr. Hollie on what it means to be a culturally responsive teacher.
Wouldn't having knowledge in these areas be more beneficial than detrimental to our society? Although I acknowledge that there is an abundance of diversity and richness within the Indigenous community that cannot be covered entirely, I still feel that the educational curriculum falls short in this regard. When Weenie says “…we cannot assume that all our students have foundational knowledge of our culture. Due to colonization cultural transmission has been disrupted and much of our work is about restoring and revitalizing.” (Weenie, 2019) This quote stood out to me.
Whatever the perspective, teachers can embrace different cultures in which children bring to the classroom their languages. Emmitt and colleagues articulate that children’s first language has differences in cultural context that can make meaning and reality. Thus, providing significant, authentic opportunities and a variety of goals into a diverse classroom can emulate real life literacy experiences. 2.1 Spoken English language variations Standard Australian English (SAE) is the variation of English amongst others recognized as the Australian official language, Fellowes and Oakley (2010). Subsequently, it is important that children develop competency in SAE.
This state of being part aboriginals has driven their identity in crisis. Indeed they have possessed a unique Aboriginal consciousness that have made them to reclaim their lost voice. Their literature has been used as a platform
Issues such as racism and xenophobia consistently surface and there is a mutual distrust and resentment of other races amongst the pupils. This results in the teachers struggling to do their jobs in a tense environment and having to tackle complex issues such as discrimination. They are forced to attempt to unite students of differing ethnicities who are completely unaccustomed to co-existing with each
As traditional Aboriginal languages evolved it formed the many dialects of Aboriginal Englishes that is present today (Harrison, 2011). Spoken Aboriginal English In its spoken context between a teenager and an elder Aboriginal English still supports many of its traditional cultural rules from the past. For example it is a sign of disrespect to look your elders in the eye during conversations and the name of a person who has passes away should never be spoken (Harrison,
2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin
Acknowledging that there are variations of the English language in Australia that have been created due to other countries influences and/or due to socioeconomic, educational and geographical factors (Wikipedia, 2018), is an important ability for any teacher. This ability
For example, a lot of times other cultures learn differently that those of dominant culture in region and because the teacher most likely belongs to the dominant culture she teaches in the way for dominant culture and the non-dominant culture slips through the cracks. As for developmentally older kids learn differently that younger kids. For
IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.
Thus, to build cultural competency and a better understanding of the world around them there needs to be more focus on Indigenous knowledge. If curriculum cannot change at the pace necessary then teachers are obligated to start the changes in their lessons, including Indigenous teachings. I do question how one can teach Indigenous perspectives, such as this sacred responsibility, in a secular way while still respecting the values of the Indigenous people? I do not have the answer to my own question, but I think it must start with providing context, multiple views, and being mindful of the way you, as a teacher, presents the
In this case, universities somehow need to provide teacher appropriate training about the diversity and multicultural education. School in Australia has a wonderful system that should be highly recommend to all the university around the world. Their teacher education programs accredited against National Program Standards for initial teacher education (AITSL, 2011), also ensure that can demonstrate these Professional Standards. These programs thus commonly include mandatory units of study that feature material relating to inclusive teaching, considerations of disabilities in the classroom, and understanding of how to teach students from diverse backgrounds in the classroom. Student from the rest of the world is able to establish a good rapport with the local student and teacher, and it may also help the student to relieve the potential pressure from the life such as: the financial pressure of the
