To achieve successful education outcomes for Aboriginal and Torres Strait Islander students, educators need to be able to reflect on their own practice and create unique and tailored learning experiences developed in collaboration with Aboriginal and Torres Strait Islander communities.
The principle of reflective practice underpins all the learning experiences developed and is woven throughout this web-based learning experience as a foundational skill. The Reflect-Inquire-Reflect iterative cycle ensures that action is always based on an awareness of the limits of what is known, with the aim of learning more, constantly developing ways of teaching that deliver educational success for Aboriginal and Torres Strait Islander students.
Five overarching principles have guided the learning experiences. These principles identify components that contribute to the formation of successful partnerships. They are:
With true partnerships, Aboriginal and Torres Strait Islander education aspirations are built into the core of education community life. The principle of Togetherness asks all educators to look at who is included in the daily mechanics of education, and in what capacity to ensure Aboriginal and Torres Strait Islander voices are included in learning and teaching practice.
This website highlights the following aspects of Togetherness:
The journey of connection and partnership between education institutions and Aboriginal and Torres Strait Islander communities requires a strength-based approach. Educators need to be able to equip themselves with particular attitudes and skills that enable them to make multiple connections, to overcome challenges, to seek advice and try different approaches.
This website highlights the following aspects of Pro-activity:
Creating unique learning experiences for Aboriginal and Torres Strait Islander students means selecting or developing curriculum and pedagogical approaches that deliver the aspirations of all students and their communities. This requires an ability to regularly audit and analyse the provenance of resources, to make decisions informed by, with and for, Aboriginal and Torres Strait Islander contributors and experts, and to operate within a rights-based paradigm.
This website highlights the following aspects of Critical discernment:
To create unique learning experiences that serve Aboriginal and Torres Strait Islander peoples and aspirations, educators need to apply inter-cultural capabilities to develop sophisticated knowledge of the communities around them, and to determine how to integrate education contexts and communities. The principle of Community recognises the expanded social context of education, and that the sites, modes and purpose of learning need to be integrated with Aboriginal and Torres Strait Islander communities.
This website highlights the following aspects of Community:
Relationships are central to developing strong education-community partnerships that enable and ensure Aboriginal and Torres Strait Islander learning outcomes success. Educators need to pay attention to what’s involved in relationships and how to establish and maintain respectful relationships.
This website highlights the following aspects of Relationality:
