Toward an Australian culturally responsive pedagogy

该项目旨在研究主流中学教室的教师如何以文化敏感的方式教授年轻的土著澳大利亚人。土著学生和非土著学生在学业成绩上的巨大差距是一个紧迫的问题。当青年人被教导归属感时，他们更有可能上学、学习和发挥潜力。教师、研究人员、土著教育官员和长老将借鉴国际和澳大利亚土著研究、教育学研究和学校的经验工作，制定澳大利亚的文化适应性教育理论。预计该项目将为学校和教师准备课程的理论、政策和实践提供信息。

This project aims to examine how teachers in mainstream middle school classrooms can teach young Indigenous Australians in a culturally sensitive way. The large disparity between Indigenous and non-Indigenous outcomes at school is an urgent problem. Young people are more likely to attend school, learn and reach their potential when they are taught to belong. Teachers, researchers, Aboriginal Education Officers and Elders will develop an Australian theory for culturally responsive pedagogy that draws on International and Australian Indigenous Studies, pedagogy studies, and empirical work in schools. This project is expected to inform theory, policy and practice in schools and teacher preparation courses.