The Value of an Integrated Relational and Culturally Responsive Pedagogy in Teaching Aboriginal and Torres Strait Islander Teacher Education Students

Lisa Bell; Kate Chealuck

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Chapter 7 The Value of an Integrated Relational and Culturally Responsive Pedagogy in Teaching Aboriginal and Torres Strait Islander Teacher Education Students

In: Indigenous Knowledges

Authors:

Lisa Bell

Lisa Bell
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Kate Chealuck

Kate Chealuck
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Type:: Chapter

Pages:: 97–116

DOI:: https://doi.org/10.1163/9789004461642_007

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Abstract

Sidorkin (2002, p. 88) defines education as “a process of building relationships”. There is a considerable body of research demonstrating that positive teacher-student relationships are associated with a variety of desired academic outcomes in children (Aspelin, 2012; Hattie, 2012; Reeves & Le Mare, 2017; Shor, 1992). We propose that this relational pedagogy is important for all learners, both school children and university students, with important implications for the retention of students within higher education degrees.

This chapter discusses the value of an integrated relational and culturally responsive pedagogical approach used in teacher education degrees in a Victorian university setting. This approach fosters reciprocal relationships between university academics and Aboriginal and Torres Strait Islander teacher education students with cyclical engagement in teaching and learning (Rishel & Zuercher, 2016). Within this engagement, academics learn as much as they teach. This approach involves building positive relationships and interactions between academics and Aboriginal and Torres Strait Islander teacher education students that break down the power relations inherent in both student-teacher and student-institution relations (Pearce & Down, 2011). It also utilises culturally relevant and respectful pedagogy, where academics utilise students’ culture as a vehicle for learning. This is a pathway for students to maintain their cultural identity while succeeding academically (Ladson-Billings, 1995).

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Indigenous Knowledges

Privileging Our Voices

Series: Critical New Literacies: The Praxis of English Language Teaching and Learning, Volume: 11

E-Book ISBN:: 9789004461642

Publisher:: Brill

Print Publication Date:: 08 Feb 2021

Subjects
- Education

Front Matter

Chapter 1 Introduction

Chapter 2 Articulating ‘Country’ in Aboriginal and Torres Strait Islander Land Management

Chapter 3 Indigenous Knowledges and Global Knowledge Systems

Chapter 4 Passing Time

Chapter 5 Where the Rivers Meet

Chapter 6 Thought Ritual

Chapter 7 The Value of an Integrated Relational and Culturally Responsive Pedagogy in Teaching Aboriginal and Torres Strait Islander Teacher Education Students

Chapter 8 A Meeting of Freshwater and Saltwater

Chapter 9 Critical Social Work from Indigenous Perspectives

Chapter 10 Conclusion

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Chapter 7 The Value of an Integrated Relational and Culturally Responsive Pedagogy in Teaching Aboriginal and Torres Strait Islander Teacher Education Students

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Indigenous Knowledges

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