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Engagement with the Educational Issue of Culturally Responsive

Pedagogies
Introduction:

Action research is an influential process, that can be utilised to implement academic

resources and ideas within an educational setting (NSW Department of Education, 2010).
McMillan & Schumacher (2010), state that the application of action research within education
should become a regularly occurring practice for a teacher, as it improves and creates depth
of pedagogical methods. This association between one’s teaching practice and research, is
observable within Lewthwaite, Boon, Webber & Laffin’s (2017) article of quality teaching
practices, relational to Indigenous Australian parents, students and teachers. This paper will
include a critical analysis of Lewthwaite, Boon, Webber & Laffin’s (2017) article, as well as
the potential revisions and additions to a NSW Education Standards (NESA) manufactured,
stage 4 nutrition activity, relational to the ideologies and principles that the article presents
on culturally responsive pedagogy. Thus, displaying the correlation between research and
the improvement of teaching performance, as well as student learning opportunities and
engagement.

Culturally Responsive Pedagogy:

Students from Indigenous Australian decent are exposed to marginalisation within

the Australian education system. Guenther, Bat & Osborne (2013), identified that Indigenous
students, no matter the age or gender, will always attain lower educational rankings and
academic understandings, when compared to non-Indigenous students. Indigenous students
are also more likely to struggle with tasks that involve literacy, therefore further influencing
their results on standardised testing (Clancy & Simpson, 2002). This is due to the discovery
of language barriers for Indigenous individuals. Whereby, Indigenous individuals struggle
with the comprehension of English and further cause the misapprehension of academic
outcomes and also cause a greater rate of disengagement (Klenowski, 2008). This greater
rate of disengagement, due to the educational inequality of language comprehension further
implicates other issues such as behaviour and attendance. Ladwig & Luke (2014), found that
Indigenous students have a greater rate of disciplinary issues and lower attendance and
retention rates, due to educational disengagement. Purdie & Buckley (2010), state that there
is a 10% difference of rate of attendance, as well as a 32% difference of retention rates
between Indigenous and non-Indigenous students. Thus, highlighting the issue of
Indigenous marginalisation within the Australian education system.

The highlighted inequalities, due to a culturally, unresponsive education system has

significant costs to Indigenous individuals, as it impacts their future life outcomes. The social
determinant of education has the greatest impact on a young, Indigenous Australian
persons’ life. This is due to the fact that without a supportive and culturally understanding
educational environment, young Indigenous individuals are unable to be empowered to take
ownership over their education (Marmot, 2011). Thus, influencing their life choices, health,
employment and income.

Whilst there are provisions for Indigenous education in the current education system.
Such as, the requirement of professional knowledge of strategies for teaching Aboriginal and
Torres Strait Islander students (AITSL, 2011). There is still the issue of educational
inequality for those students who are from an Indigenous Australian decent. Patrick &
Moodie (2016), state that there is a need for a shift from the idea of creating a solution to the
‘problem’ with Indigenous education, but to rather, adopt a culturally responsive pedagogy. A
culturally responsive pedagogy, as outlined by Lewthwaite, Boon, Webber & Laffin (2017), is
the utilisation of a students’ cultural comprehension, previous experiences and learning

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styles to ensure that learning objectives are more relevant and effective for the student.
Thus, engaging them into and within the classroom, instead of creating a learning scenario
whereby the learner is assimilated, due to their culture (Sleeter, 2012).

Critical Analysis:

The issue of a culturally responsive pedagogy is explicitly investigated in Lewthwaite,

Boon, Webber & Laffin’s (2017) article, Quality Teaching Practices as Reported by
Aboriginal Parents, Students and Their Teachers: Comparisons and Contrasts. Whereby,
the research was conducted in an ethnographic and phenomenological manner. The paper
is the first stage of a three-part project, that explores the ideas of Indigenous learner’s,
parents and teachers’ perceptions of quality and effective teaching practices. Which
ultimately regards to the attainment of educational outcomes and student engagement. The
authors utilise a number of resources, to conduct background research of the issue, which
further reinforces the principles of a culturally responsive pedagogy.

The methodology in which this study was conducted through phenomenologically

aligned individual and group interviews, involving 43, year 9-12 students who both identify or
don’t identify as Aboriginal, 27 parents/caregivers and 24 teachers, all from 4 schools.
Having a sample size of 94 individuals is more than adequate for a qualitative research
study. Morse (1991), states that a qualitative research study should involve between 50 and
100 individuals, to improve the generalisability and transferability of a study. Yet, the study
did not state the genders or demographic of which the study was conducted, which leaves
the methodology open to both gender and socio-economic bias. Particularly in studies
involving race, outlining the participant’s genders and demographics are important in
ensuring that there are no misleading results or interpretations (Turner & Avison, 2003).
However, the method in which the interviews were conducted was culturally competent. The
manner of the interviews was described as an ‘open-ended chat’ and slow paced, in order to
reflect on the participants’ experiences, as well as ensure that the questioning did not have
the possibility of overwhelming the participants. Bishop (2003), states that conducting
ethnographic research, in a non-intimidating manner improves the participation of
participants, who are from an Indigenous background.

Boon, Webber & Laffin (2017), present the results in a clear, logical manner.
Whereby five themes of the views of quality teachers and teaching practices, as presented
by each grouping of participants. Presenting the results, in the form of themes, not only
easily identifies and generalises qualitative data, but also creates positive attitudes of
results, regarding cultural diversity (Castro, 2010). The results of the study were also
discussed in great detail, with the support of academic literature. This discussion included
the observation of results, as well as potential culturally responsive pedagogical
recommendations, that could be applied to each arisen issue. Rychly & Graves (2012),
states that in order to respond to pedagogical issues regarding culture, concerns must be
analysed in a multi-faceted manner and reprieved with the use of literature. Boon, Webber &
Laffin (2017), also create a Venn diagram to assess the degree of similarity amongst the
participant groups. Doing so, increases the validity of qualitative data that is collected within
separate groups and allows the identification of cross-group themes, thus distinguishing the
main points that can be taken from the study (Onwuegbuzie, Dickinson, Leech & Zoran,
2009).

Comprehensively, the article displays broad, reliable and valid research methods and
recommendations into culturally responsive pedagogies, regarding Indigenous individuals.
The authors identify the marginalisation that Indigenous learners face, that is otherwise
neglected within research and the education system. However, the article does not
recommend any further study is needed in the future. This eliminates any further evidence-

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based judgements and possible applications that can be created in the future (Tong,
Flemming, McInnes, Oliver, & Craig, 2012).

Meal Plan for a Week Activity:

The ‘Meal Plan for a Week’ activity, is a NESA (2019), endorsed learning activity for
stage 4 PDHPE students (appendix 1). Within the activity, students are required to design a
week-long, realistic meal plan for a family of 4, as well as create a one-page report detailing
the social and cultural influences on a family’s food choices. The outcomes that are
assessed include; describing the nature of health and analysing how health issues may
impact on young people, assessing the risk and social influences and reflecting on personal
experience to make informed decisions and devises, applies and monitors plans to achieve
short-term and long-term goals (appendix 2).

This learning activity has a great importance and relevancy, in terms of addressing
the issue of a culturally responsive pedagogy, regarding Indigenous Australian learners. One
important point of the learning activity, that addresses a culturally responsive pedagogy, is
the effectiveness of a task for Aboriginal learners. The topic of nutrition is a very important
point, that can especially be effective for Indigenous students. Schembri, et al. (2016),
identifies that nutrition education is highly effective for learners from an Indigenous
Australian background, as they are those who are most at risk at nutritional related diseases.
Thus, giving them the knowledge of good nutrition, empowers the individual to take
ownership over their own health. Nutrition also has a great influence within the K-10 PDHPE
syllabus, as one major context is nutrition and how it influences the health and wellbeing of
an individual/community (NESA, 2018). Another relevant idea that the activity presents,
relational to a culturally responsive pedagogy, is the utilisation of prior experiences. The task
requires students to use their knowledge given to them via the syllabus content, as well as
their own experience to complete the activity. Prior experiences tremendously enhance the
learning abilities of Indigenous students. Pidgeon (2008), states that this is as students who
identify as Aboriginal, have a strong connection to their culture, and the use of their prior
experience allows them to adequately reflect their experiences and retain the knowledge
they are using. Thus, allowing the optimal completion of an educational task, whilst
expressing their culture.

Additions/Revisions to learning activity:

The meal plan task utilises some important principles of a culturally responsive
pedagogy that Boon, Webber & Laffin’s (2017) article identifies, which should be revised for
future tasks. One of which, is the implementation of identifying social and cultural influences,
in order to complete the task. Boon, Webber & Laffin (2017), discuss how all participants
identified the affirmation of cultural identity, where one should proud of their culture and their
identity. Cummins, et al. (2005), states that allowing students to assert their culture within
classroom activities, greatly engages them within learning tasks and acknowledges one’s
own identity as a positive notion. For students from Indigenous decent, this results in a
greater learning experience, as well as serving as a vehicle for development of personal
attributes. In regards to, revising the affirmation of cultural identity, within future PDHPE
contexts, teachers should ensure that there are plenty of opportunities for one to express
their own cultural identities and experiences within tasks. Thus, obtaining a culturally
responsive pedagogical task.

There are however, some additions that need to be made to the Stage 4 activity, in
order to achieve a culturally responsive pedagogy. One of which is the use of code-
switching. Code-switching, as outlined by Boon, Webber & Laffin (2017), is the adjustments
made in order to cater for Indigenous students, especially regarding the English language.
The learning activity does not utilise any code-switching, but rather the activity only allows

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students to present written work. Code-switching allows students from Indigenous

backgrounds and language backgrounds other than English, to present their work without
the pressure of solely utilising the English language (Oliver, Rochecouste, Vanderford &
Grote). As displayed by the National Assessment Program (2018), Indigenous students have
lower scores, compared to non-Indigenous students. This further amplifies the need for
code-switching within PDHPE activities. One code-switching addition that could be made to
the current activity is the use of pictures. Curtis & Bailey (2001), states that allowing students
who are from Indigenous decent and/or are from a language background other than English,
to use the knowledge they are given via the syllabus in a manner where they don’t have to
rely on English. Within the meal plan task, pictures of a week’s meal plan could be an
alternative, instead of forcing students to rely on written English. This allows Indigenous
students to gain and display knowledge in an accurate, non-invasive manner. Thus, resulting
in a task that is culturally responsive.

Another addition, that should be made to the meal plan activity, is to create a positive
student/teacher relationship. Student/teacher relationships was a major theme that arose
within Boon, Webber & Laffin’s (2017), article. The activity does not display any content,
whereby students are enabled to relate to their teacher. Sleeter (2011), states that having a
strong student/teacher relationship allows students to feel valued and empowered to achieve
learning objectives. One addition, that can be added to the current task to achieve a positive
relationship, is to give students an example meal plan of the teacher’s diet. This allows
students to create a relationship with the teacher via a greater understanding of a teachers’
life and produces motivation and greater knowledge to complete the task. The goal of
creating relationships should be an aim for future PDHPE classes and tasks, in order to
achieve a culturally competent pedagogy.

Conclusion:

The revisions and additions to the NESA approved, PDHPE lesson plan, in relation to
the research by Boon, Webber & Laffin (2017). The qualitative results that were found in the
ethnographic study, directly related to the teacher’s, student’s and parent’s views on
engagement and retention of Indigenous learners. These results can all be applied in to
classrooms and learning activities, in order to achieve a culturally responsive pedagogy.
Identifying practices that can address and reduce the issue a negative, culturally responsive
pedagogy, assists Indigenous students with their quality and experience of education. Thus,
can ultimately reduce the marginalisation that Indigenous individuals face. These additions
and revisions of a current teaching practice, with the utilisation of academic literature is a
perfect example of applied action research.

Words: 2198

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Appendix 1:

Appendix 2: