Cultural competence
A professional development plan
This article reflects on the prioritisation of cultural competence in teaching, focusing on reconciliation, amplifying diverse voices, and embracing continuous learning and growth.
Read Time: 4 minutes
The following is part of an academic paper written for the Indigenous Education subject. As such, it is a personal reflection of the knowledge I had at the time of writing and the further exploration I wanted to undertake to ensure I was culturally competent when I began my teaching career. The thing I love about this degree is the Power of Yet. If you haven’t heard of this before, you should check out Carol Dweck. It is a good concept to have in the back of your mind as a parent teaching your child or if you are a practicing teacher. We can’t be experts in everything, but we can certainly commit to doing our best to find out and continually learn.
Prioritise reconciliation
The Australian Professional Standards for Teachers (APSTs) require me as a graduate teacher to be culturally competent by explicitly requiring me to develop my knowledge, respect and understanding of First Nations peoples, cultures, cultural identities, histories and languages (APST 1.4 and 2.4) (AITSL, 2018).Ā By prioritising these capabilities, I am continuing to work towards reconciliation through awareness and understanding, and to close the gap between non-Indigenous and Aboriginal and Torres Strait Islanders to improve outcomes for all First Nations peoples. Ā As a competent graduate teacher, I provide my students with quality learning opportunities through respect, communication and understanding.
Join our newsletter to stay updated
Ensuring culture and perspectives have a voice
I feel confident ensuring that First Nations culture and perspectives have a voice in my classroom.Ā This is regardless of whether I have any students who recognise as being Aboriginal and/or Torres Strait Islander.Ā My knowledge in this space comes from the readings, workshops and research undertaken during my Masters.Ā Ā
As discussed inĀ here, it is important to be authentic and involve local First Nations parents and community members to integrate cultural knowledge.Ā This meets APST 1.4 and 2.4, and ensures respectful practices by guaranteeing only those who have a right to share local First Nations knowledge do so. Ā
Given local demographics, it may be difficult to have local First Nations’ community members share their cultural knowledge.Ā In these circumstances, I can ensure Aboriginal and Torres Strait Islander voices are heard by sourcing local First Nations peopleās quotes from research papers, newspaper articles or video/zoom chat (Quinn, 2022).Ā In addition, to further develop culturally inclusive practices, as a starting point, I will undertake the āEssential pedagogy for teaching First Nations studentsā course (Department of Education, n.d.c).
Embrace Dweck's concept of "the power of yet"
A space I do not yet feel confident is finding the local First Nations peoples on country.Ā I live in a very anglo-Australian suburb with approximately 1% of its residents identifying as Aboriginal and/or Torres Strait Islander and 0% speaking their native language.Ā My local school (where I am currently employed) has 2% of its students who recognise as First Nations.Ā I do not know the name of the local First Nations communities and our school does not have an āIndigenous Education Officerā or āCultural Education Counsellorā (QCAA, 2018a).Ā Ā
As a result, it is imperative that I investigate and research local organisations that can assist in broadening my knowledge and make introductions to local First Nations communities.Ā A starting point will be the Australian Government Office of the Registrar of Indigenous Corporations (www.oric.gov.au), connecting with local library, and Queensland Education.
Embrace what you don't know
Lastly, āI donāt know, what I donāt knowā.Ā As my experience grows in the field of teaching, particular circumstances will present themselves.Ā How I view the world is forever evolving. Fostering an open attitude in myself and continuing to critically consider my own biases and covert racism will enable me to hold the culture of my First Nations students in high esteem.Ā
As a result, my future is about upholding First Nations culture in my classroom. Ā To deepen my knowledge and understanding in this space and further meet APSTs 1.4 and 2.4, in addition to that already mentioned in this section, I can undertake the Respect Relationship Reconciliation study modules (AITSL, n.d.).
References
Australian Institute for Teaching and School Leadership. (n.d.).Ā Ā Respect, relationships reconciliation (3Rs) study resources.Ā Ā https://rrr.edu.au/
Australian Institute for Teaching and School Leadership. (2018).Ā Australian Professional standards for teachers.Ā http://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf
Department of Education. (n.d.c).Ā Essential pedagogy for teaching Indigenous students.Ā https://staff.learningplace.eq.edu.au/learning/Lists/CourseCatalogue/ViewCourse.aspx?List=8fc26d05-82c1-4d5e-9ac9-7585c03ab2bf&ID=183
Queensland Curriculum and Assessment Authority. (2018a).Ā Building relationships with local communities.Ā https://www.qcaa.qld.edu.au/downloads/p_10/atsi_build_relationships_flowchart.pdf
I appreciate the practical strategies shared here. Cultural competence isnāt just a buzzword; itās a mindset that enriches our interactions with children and families.