Educators recognise the importance of the internationalisation of the curriculum to ensure inclusive and equitable quality education. A culturally responsive pedagogy aims to enhance the learning experience of all students, irrespective of their culture (Morrison et al., 2019). However, when it comes to embedding Indigenous 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.
Many people think that science is ‘acultural’ (Gondwe & Longnecker, 2015). However, the science curriculum is generally based on Western knowledge and do not acknowledge Indigenous cultures and knowledges. This can have an impact on students’ view of science and their sense of belonging. Furthermore, Indigenous knowledges and practices must be acknowledged and validated in order to advance decolonisation of the curriculum (Morrison et al., 2019). The decolonisation of the curriculum does not mean throwing away all Western knowledge, but it requires the accommodation and protection of Indigenous knowledge (de Beer & Petersen, 2016).
In this presentation the author (an immigrant from South Africa) will reflect on her journey of embedding Indigenous Australian knowledge in the curriculum of an introductory science unit. Examples of embedding Indigenous Australian knowledge in the curriculum will be showcased. Student feedback will also be presented. Finally, measurements to determine to what extent culturally responsive pedagogy ‘works’ will be discussed. This presentation contributes to making higher education more inclusive and equitable, and the advancement of the decolonisation of the curriculum.
References
de Beer, J., & Petersen, N. (2016). Decolonisation of the science curriculum: A different perspective (#cookbook-labsmust-fall). Proceedings from ISTE International Conference on Mathematics, Science and Technology Education. Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology, UNISA, Pretoria, RSA. https://uir.unisa.ac.za/bitstream/handle/10500/22869/Josef%20de%20Beer,%20Neal%20Petersen.pdf?sequence=1
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
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. https://apo.org.au/sites/default/files/resource-files/2019-08/apo-nid262951.pdf