Abstract

For decades non-Indigenous teachers have expressed concerns with how to effectively and meaningfully weave First Nations content into classroom learning activities. In part, this is due to anxieties with intercultural dynamics and communication, such as the fear of not wanting to offend or getting it ‘wrong’. Further impacting on this, there have been inclusive approaches that all too often result in tokenism and stereotypical understandings. This observation should not overlook the good intentions and effort from many educators and community members that have worked to change this pattern. However, these forays have generally resulted in impacts with limited transferability or sustainability for many. Despite this, there is currently a groundswell of support for initiatives that are underpinned by principles of co-design, and this is occurring within a broader context of truth-telling and calls for reparative actions that seek to combat such hamstringing positions, with the Uluru Statement from the Heart, renewed emphasis on Treaty, and the Voice to Parliament visible in this regard. In this combined workshop, the presenters and educators from a school participating in the Culturally Nourishing Schooling project talk about initiatives occurring in 8 NSW schools that are moving in this direction. More specifically, we will explore one strategy from the project which involves teachers and Cultural Mentors engaging in curriculum work together with a view to localising teaching and learning in ways that are grounded in, on, and with Country. Accompanying the reflections shared by teachers, the workshop will provide attendees the opportunity to engage with the analytical tools that are utilised for professional learning in the project.