Literaturnachweis - Detailanzeige
| Autor/inn/en | Pridham, Bruce; Martin, Dona; Walker, Kym; Rosengren, Rosie; Wadley, Danielle |
|---|---|
| Titel | Culturally Inclusive Curriculum in Higher Education |
| Quelle | In: Australian Journal of Indigenous Education, 44 (2015) 1, S.94-105 (12 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1326-0111 |
| DOI | 10.1017/jie.2015.2 |
| Schlagwörter | National Standards; Teacher Education; Undergraduate Students; Indigenous Populations; Culturally Relevant Education; Foreign Countries; Teaching Methods; Excellence in Education; Partnerships in Education; Preservice Teachers; Reflection; Units of Study; Curriculum; Professional Associations; Australia |
| Abstract | The Australian National Program Standards for Teacher Education prioritises knowledge of culturally inclusive practices and challenges the educational community to present research on well-structured, inclusive, cross-curricula education partnerships. This article meets this challenge as it explores a core unit of work for undergraduate teachers with Indigenous education as its foundation. Most importantly, the paper presented here provides an overview of how to develop culturally appropriate pedagogical practice through culturally inclusive curriculum. Both the unit of work and the paper are built on the principles of Constructive Alignment. In engaging with the article, the reader will use the 4Rs of reflection, as used by the pre-service teachers within the unit of work, to personally engage with curriculum conversations. This engagement demonstrates excellence in education design and offers clear alignment with the Australian Curriculum Studies Association's (ACSA's) principles for Australian curriculum. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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