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1 Embedding Indigenous Persepctives in the Early Childhood Curriculum

Early childhood curriculum frameworks place strong emphasis on the need for educators to build cultural competence. In the Australian context, a key component of this work relates to competencies with acknowledging and responding to Aboriginal and Torres Strait Islander cultures and communities. Despite emphasis on the importance of this work, the how and why of embedding Indigenous perspectives continues to raise concerns for many non-Indigenous educators. Educators may question their approach, knowledge base, and the right to teach about cultural ways of being,knowing and that are different to their own perspectives (see Lampert, 2005).

It is recognised that non-Indigenous educators cannot be experts on Indigenous Australia (Lampert, 2005), although they can demonstrate preparedness to understand and value cultural diversity. When doing so, educators access and make use of appropriate resources, design inclusive curricula, and engage the support and expertise of others including families and members of the local Indigenous community. Educator preparedness also relates to deep knowledge of how a person’s own cultural background influences their thinking and practices, and shapes how they view and respond to people from cultural backgrounds different from their own.

Continue reading the article Embedding Indigenous Perspectives in the Early Childhood Curriculum By Melinda Miller. 

Reference:

Miller, Melinda (2011) Embedding Indigenous Persepctives in the Early Childhood Curriculum Educating Young Children - Learning and teaching in the early childhood years 17(2), 37 - 39.