Critical Analysis And Reflection Of Australian Indigenous Education In Australia

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Bujari Gamarruwa (greetings); I would like to respectfully acknowledge the Elders, past and present, and extend my recognition to the future ancestors of the Gadigal people of Eora Nation, the Traditional Custodians of the place which is now known as Sydney region. I am honoured to reside in the Traditional Gadigal land that continues to pay respect to Indigenous Australians, their unique culture and contributions. I would also like to dedicate my willingness to act as an active participant in reconciliation process through my teaching pedagogy as well as a proactive member of this society.

Aboriginal and Torres Strait Islanders people are informed that this paper contains images, written/reference materials on Aboriginal and Torres Strait
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Additionally, this paper identified my prior knowledge and experiences about the topics. This critical reflection includes a demonstration of my new understandings, teaching philosophy, and learning strategies towards achieving the professional standards of 1.4 and 2.4, as well as the cross-cultural priorities of the Australian curriculum. Finally, this paper discusses the insight on classroom activities to support Indigenous Australian students and Indigenous studies in my future pedagogy.

Acknowledgement of Country, Preparation to Teach
The introduction week has given me the opportunity to highlight my gap in knowledge of Indigenous Australians and redefine the foundation of my understanding. After viewing the Sharkey and Weekly’s (2016) program, I realised how lack of knowledge could contribute to our narrow viewpoints. Perkin’s (2008) documentary gave me an insight of how the Indigenous history is impacting present and will continue to affect the future generation. This learning has highlighted that identifying the cultural imperatives and implementing cross-curriculum priorities are crucial for culturally responsive
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The inclusion of Indigenous cultural integrity in the curriculum would help build reconciliation (Australian Curriculum Assessment and Reporting Authority [ACARA], n. d; Australian Institute for Teaching and School Leadership [AITSL], 2017). Graden yarning circles can help bringing the practice of Indigenous protocols in classrooms. Teachers can arrange Welcome to Country and encourage students to deliver their Acknowledgement of Country (Queensland Council of Social Service [QCOSS], n.d). Linking the land and the community will teach students to build respect for the culture (Yunkaporta,

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