Culturally responsive relationships focused pedagogies: The key to quality teaching and creating quality learning environments

Burgess, CM; Evans, JR

Culturally responsive relationships focused pedagogies: The key to quality teaching and creating quality learning environments

Burgess, CM Evans, JR

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Publication Type:: Chapter
Citation:: Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education, 2016, pp. 1 - 31
Issue Date:: 2016-08-24

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Field	Value	Language
dc.contributor.author	Burgess, CM	en_US
dc.contributor.author	Evans, JR https://orcid.org/0000-0003-1566-4507	en_US
dc.date.issued	2016-08-24	en_US
dc.identifier.citation	Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education, 2016, pp. 1 - 31	en_US
dc.identifier.isbn	9781522508977	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126258
dc.description.abstract	© 2017, IGI Global. This chapter examines the importance of culturally responsive relationships-focused pedagogical approaches in engaging Aboriginal students in their learning and the significance of this to improving their educational outcomes. Significantly, the themes and issues raised in this chapter reflect much of the international literature on Indigenous, minority and marginalised students. The following enablers are necessary when implementing culturally responsive relationships focused pedagogies: Engaging with Aboriginal families and community members; Harnessing Aboriginal students' backgrounds, lived experiences and interests as classroom resources; Implementing innovative place-based curriculum approaches, and Exploring holistic teacher professional learning opportunities. The combination of these factors creates quality learning environments as places of belonging and socio-cultural support underpinned by mobilising Aboriginal family and community social and cultural capital in the educational process. Once schools and teachers realise the potential of this approach, conditions are created to improve the academic, social and cultural outcomes of Aboriginal and Torres Strait Islander students.	en_US
dc.relation.ispartof	Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education	en_US
dc.relation.isbasedon	10.4018/978-1-5225-0897-7.ch001	en_US
dc.title	Culturally responsive relationships focused pedagogies: The key to quality teaching and creating quality learning environments	en_US
dc.type	Chapter
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© 2017, IGI Global. This chapter examines the importance of culturally responsive relationships-focused pedagogical approaches in engaging Aboriginal students in their learning and the significance of this to improving their educational outcomes. Significantly, the themes and issues raised in this chapter reflect much of the international literature on Indigenous, minority and marginalised students. The following enablers are necessary when implementing culturally responsive relationships focused pedagogies: Engaging with Aboriginal families and community members; Harnessing Aboriginal students' backgrounds, lived experiences and interests as classroom resources; Implementing innovative place-based curriculum approaches, and Exploring holistic teacher professional learning opportunities. The combination of these factors creates quality learning environments as places of belonging and socio-cultural support underpinned by mobilising Aboriginal family and community social and cultural capital in the educational process. Once schools and teachers realise the potential of this approach, conditions are created to improve the academic, social and cultural outcomes of Aboriginal and Torres Strait Islander students.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/126258