Toward an Australian culturally responsive pedagogy

该项目旨在研究主流中学课堂上的教师如何以一种对文化敏感的方式教授年轻的澳大利亚土著居民。土著和非土著学生在学校的成绩差距很大，这是一个紧迫的问题。当年轻人被教导归属感时，他们更有可能上学、学习并发挥自己的潜力。教师、研究人员、原住民教育官员和长老将利用国际和澳大利亚原住民研究、教育学研究和学校的经验工作，发展澳大利亚的文化响应教育学理论。该项目预计将为学校和教师培训课程的理论、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.