Inclusive learning in the SC Model: The importance of embedding Indigenous knowledge in the curriculum

Johanna Nieuwoudt

Through applying active learning pedagogy in the Southern Cross Model, the academic outcomes of diverse cohorts of students can be improved (Goode et al., 2021). However, it should be noted that active learning is not necessarily inclusive (Harris et al., 2020). To ensure an inclusive and equitable quality education for all students, it is increasingly important to embed cultural diversity in units. Many people think that science is ‘acultural’ (Gondwe & Longnecker, 2015). However, the science curriculum is generally based on Western knowledge and does not acknowledge Indigenous cultures and knowledges. This can have an impact on students’ view of science and their sense of belonging. When it comes to embedding Indigenous knowledge and perspectives in the curriculum, it can seem like a daunting task. Many educators may fear ‘getting it wrong’ or being accused of being ‘tokenistic’ in their approach (Hoger, 2020). This fear is genuine and understandable; however, it is not an adequate reason to intentionally exclude Indigenous perspectives in the curriculum. By excluding Indigenous perspectives, the curriculum is not inclusive. Through applying culturally responsive pedagogy, the learning experience of all students can be enhanced, irrespective of their culture (Morrison et al., 2019). This presentation showcases examples of embedding Indigenous Australian knowledge in the curriculum of an introductory science unit delivered in the SC Model. While this unit’s formal student feedback from Study Period 2, 2020 to Term 2, 2022 indicate no increase in feedback scores, written comments illustrate the importance and value of embedding Indigenous Australian knowledge in units. Measurements to determine if embedding cultural diversity ‘works’ are discussed, including student feedback, unit grades, sense of belonging, and cultural understanding. This presentation illustrates the importance of embedding Indigenous Australian knowledge in the curriculum to ensure inclusive learning to promote cultural understanding and making higher education more inclusive and equitable. Gondwe, M., & Longnecker, N. (2015). Scientific and cultural knowledge in intercultural science education: Student perceptions of common ground. Research in Science Education, 45(1), 117-147.   Goode, E., Syme, S., & Nieuwoudt, J. E. (2021). “I have a lot of ‘I'm doing it’ moments”: Improving the success of non-traditional students through the Southern Cross Model. Southern Cross University Scholarship of Learning and Teaching Paper No. 1. https://dx.doi.org/10.2139/ssrn.3973253     Harris, B. N., McCarthy, P. C., Wright, A. M., Schutz, H., Boersma, K. S., Shepherd, S. L., Manning, L. A., Malisch, J., & Ellington, R. M. (2020). From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond. Academic Practice in Ecology and Evolution, 10. 12581-12612. https://doi.org/10.1002/ece3.6915     Hoger, D. (2020). Avoiding the trap of cultural tokenism. Community Early Learning Australia. https://www.cela.org.au/publications/amplify!-blog/june-2020/cultural-tokenism     Morrison, A., Rigney, L., Hattam, R., & Diplock, A. (2019). Toward an Australian culturally responsive pedagogy: A narrative review of the literature. University of South Australia. https://apo.org.au/sites/default/files/resource-files/2019-08/apo-nid262951.pdf 

Inclusive learning in the SC Model: The importance of embedding Indigenous knowledge in the curriculum

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Inclusive learning in the SC Model: The importance of embedding Indigenous knowledge in the curriculum

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