Prior to commencing this unit, I never thought twice about ‘white privilege’, how racism is more than individual unjust acts towards another person or how the history of Australia may affect Indigenous Australians. This is largely because the families in the area I resided in were predominantly Non-Indigenous Australians and throughout my schooling years the education on Indigenous Australians I received was limited to tokenistic attributes of the culture. However, after reading the course material, I now know that racism and discrimination has many forms and that Indigenous Australians experience discrimination on a range of levels unbeknown to a majority of people, for instance, my own actions and stereotyping cultures in the past (Craven,
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For example, confirming that the activity is not taboo or sacred to a specific time, gender or experience. Once permission has been obtain invite the Elder or local community member to attend on the day (if they are available) to share their knowledge and expertise with the students. Inviting a local Elder to share their knowledge promotes positive partnerships between students and the broader community (Nichol, 2012). Another essential point is to guarantee that the classroom environment is highly effective for learning, for instance; being organised and catering for a variety of learning approaches to include and encourage all children to actively participate (Heick, 2014). Additionally, before implementing the learning experience it is important to certify that the activity is relevant to the Australian curriculum content, is useful and not a one off experience. McConaghy (2000), states that Aboriginal history and culture should be incorporated over a variety of curriculum areas to convey meaning and provide a deeper understanding for students. A great example of an authentic learning experience is one that permits students to build on prior knowledge, enhances relationships with community Elders or leaders and respects diversity without jeopardising personal identities (Connor,
For example, confirming that the activity is not taboo or sacred to a specific time, gender or experience. Once permission has been obtain invite the Elder or local community member to attend on the day (if they are available) to share their knowledge and expertise with the students. Inviting a local Elder to share their knowledge promotes positive partnerships between students and the broader community (Nichol, 2012). Another essential point is to guarantee that the classroom environment is highly effective for learning, for instance; being organised and catering for a variety of learning approaches to include and encourage all children to actively participate (Heick, 2014). Additionally, before implementing the learning experience it is important to certify that the activity is relevant to the Australian curriculum content, is useful and not a one off experience. McConaghy (2000), states that Aboriginal history and culture should be incorporated over a variety of curriculum areas to convey meaning and provide a deeper understanding for students. A great example of an authentic learning experience is one that permits students to build on prior knowledge, enhances relationships with community Elders or leaders and respects diversity without jeopardising personal identities (Connor,