Classroom Gap Analysis

On a personal level topic one, acknowledgement to Country and introduction to the unit has raised some areas of concern. The concerns are within my ability to gain cultural competence in the local Wathaurong ways and to appropriately integrate this knowledge into the curriculum. These concerns developed after viewing the raw reality of the cultural divide that is still present and the everlasting impact that poor education can have for Indigenous students.
The need to keep learning local and the eight ways of learning are concerning to me as I had a previous disregard and ill-formed pedagogy towards these areas. Much like that of Danni Minogue in … , my conceptual knowledge of Indigenous culture was romanticised by non-aboriginal interpretations
Cultural competence leaves a teacher better positioned to make accurate and inclusive curriculum decisions and foster a relationship of reciprocity and respect (Harrison & Sellwood, 2016, p.73-74). Should an educator fail to do so, they may have a substantial impact on an Indigenous student’s ability to succeed. Moreover, miss the opportunity to educate other students on the long-standing effects as depicted in Anna’s letter to the class and story (Harrion & Sellwood, 2016, p.3). Missing these opportunities may present a danger to the preservation of Aboriginal culture and the academic success of Indigenous students. – Cultural security, via cultural awareness and safety Week one Lecture (Bonney, 2017).
A throughout analysis of the eight ways of learning will provide foundations on what to look out for when initial contact with local leaders is made. This baseline is important because it allows communication in a way that is culturally appropriate, show respects supports participation and promotes high expectations. Connecting with stakeholders would assist in curriculum enrichment programs and developing a culturally inclusive curriculum that supports community