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Culturally Inclusive Curriculum in Higher Education

Published online by Cambridge University Press:  02 April 2015

Bruce Pridham ,
Dona Martin ,
Kym Walker ,
Rosie Rosengren  and
Danielle Wadley
Bruce Pridham*
Affiliation:
Faculty of Education, La Trobe University, Bendigo, Victoria, Australia
Dona Martin
Affiliation:
Faculty of Education, La Trobe University, Bendigo, Victoria, Australia
Kym Walker
Affiliation:
Faculty of Education, La Trobe University, Bendigo, Victoria, Australia
Rosie Rosengren
Affiliation:
Faculty of Education, La Trobe University, Bendigo, Victoria, Australia
Danielle Wadley
Affiliation:
Faculty of Education, La Trobe University, Bendigo, Victoria, Australia
*
address for correspondence: Bruce Pridham, Faculty of Education, Faculty of Education, La Trobe University, PO Box 199, Bendigo VIC 3552, Australia. Email: [email protected]
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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.

Keywords

Indigenous educationpre-service teachersculturally inclusive curriculum
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 44 , Issue 1 , August 2015 , pp. 94 - 105
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Copyright
Copyright © The Author(s) 2015 

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