Culturally Inclusive Curriculum in Higher Education

Bruce Pridham; Dona Martin; Kym Walker; Rosie Rosengren; Danielle Wadley

doi:10.1017/jie.2015.2

Authors

Bruce Pridham La Trobe University
Dona Martin La Trobe University
Kym Walker La Trobe University
Rosie Rosengren La Trobe University
Danielle Wadley La Trobe University

DOI:

https://doi.org/10.1017/jie.2015.2

Keywords:

Indigenous education, pre-service teachers, culturally inclusive curriculum

Abstract

The Australian National Program Standards for Teacher Education prioritises knowledge of culturally inclusive practices and challenges the educational community to present research on well-structured, inclusive, cross-curricula education partnerships. This article meets this challenge as it explores a core unit of work for undergraduate teachers with Indigenous education as its foundation. Most importantly, the paper presented here provides an overview of how to develop culturally appropriate pedagogical practice through culturally inclusive curriculum. Both the unit of work and the paper are built on the principles of Constructive Alignment. In engaging with the article, the reader will use the 4Rs of reflection, as used by the pre-service teachers within the unit of work, to personally engage with curriculum conversations. This engagement demonstrates excellence in education design and offers clear alignment with the Australian Curriculum Studies Association's (ACSA’s) principles for Australian curriculum.

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