DEC Scan Journal : Volume 34 Issue 3
2015 Volume 34, Issue 3 33 Contents Editorial Reflections Teaching & learning Research Curriculum support Share this Resource reviews complexity and its relationship with identity, diverse views and perspectives. While intercultural understanding can be strongly promoted through explicit teaching in particular learning areas, students also receive messages about social norms and power relations through classroom interactions. For this reason, classroom management, teacher talk and modelling are critical factors in creating inclusive and harmonious learning contexts where issues of culture, diversity of views and beliefs can be explored in mutually respectful and constructive ways. Culturally inclusive curriculum Through culturally inclusive curriculum content and delivery, teachers provide rich opportunities for students to explore diverse perspectives and develop intercultural understanding. Cultural inclusion is enacted at both the whole school and classroom level. At the whole school level, inclusive practice focuses on intergroup relations among students, relationships between the school, parents and the community, communication strategies, student leadership strategies, student voice and the acceptance of diversity as normal and comfortable. At the classroom level, culturally inclusive practice encompasses both curriculum Selecting resources The selection of appropriate resources requires careful consideration to ensure that teaching and learning materials are inclusive and culturally relevant. The following criteria and key questions provide guidance for teachers and other educators when making choices about which resources to use. Accuracy • Do the resources present accurate and contemporary information? • Do resources reflect the cultural diversity of Australian society? • Do they make generalisations or over-simplifications which may lead to stereotyping? • Are there indications of racial bias or stereotyping? • Are appropriate or biased messages conveyed by illustrations and photographs? Balance • Do the resources reflect a wide range of perspectives? • Do they include a cross-section of people in diverse cultural contexts both within Australia and other places? • Do the events, topics or issues presented reflect a range of historical, social and cultural perspectives? • Is there an overemphasis on difference? • Is there a focus on culture as exotic or foreign? • Is there an over-emphasis on problems? Theme • Do the resources illustrate intercultural sharing and understanding? • Do they address significant and relevant contemporary issues? • Do the resources present positive images of people from diverse cultural backgrounds? • Do the resources accurately reflect Australia’s Aboriginal and colonial past and history of migration? • Do resources stress the equality of all Australians in a democratic society? • Do they address issues of social justice? • Are minority groups introduced in a natural way? • Do they create a feeling of belonging? • Do they complement other material on similar topics? Omission/Inclusion • Is the portrayal of minority groups tokenistic? • Are different points of view presented or is any one point of view more prominent or more favourably represented than others? • Are some cultural groups represented in limited settings or contexts? • Are significant aspects of history omitted? • Where there is reference to significant cultural information, is sufficient detail included to foster intercultural understanding or promote understandings of the complexity of one’s own and others’ cultures? • Do they provide opportunities for all students to identify with a variety of characteristics and situations? Use of language • Is appropriate terminology used? • Does the language used reinforce stereotypes? • Does the language used in resources foster biased interpretations and views? Adapted from Multicultural education: resources for teachers K–12, NSW Department of Education and Training, 2004.
Volume 34 Issue 2
Volume 34 Issue 4