Aboriginal Community Engagement in Primary Schooling: Promoting Learning through a Cross-Cultural Lens

Approaches to improve the cultural capabilities of teachers engaging with culturally and linguistically diverse students and their families: a scoping review

“…Relationships forged between educators and community members are important. Turner et al (2017) describe how Gumbaynggirr Elders were brought together with teachers in a collaborative effort to create a Bush Tucker Garden. This "Pathway of Knowledge" created a space where teacher knowledge and understanding were strengthened and provided an enriched learning experience for students.…”

“…Knowledge holders embody the traditional culture and understandings that involve spiritual, social, environmental, and educational connections to "place". Australian Aboriginal people have a strong connection to Country which is intrinsic to their being (Turner et al, 2017). There are many lessons to be learnt from Indigenous people across the world and their connection to Country, land, or place.…”

“…Oskineegish (2014), a First Nations educator in Canada, stated: "whenever we try to bring cultural activities into the school it doesn't really work, we have to take the students out into the land and the teacher has to be willing to go to these activities too" (p. 516). Partnerships with community bring a different perspective and cultural knowledge into the school and in turn create a new knowledge set for all (Turner et al, 2017). Similarly, speaking of embedding Lakota history and culture and highlighting Native voices, Stowe (2017) strongly suggests the importance of being mindful of the larger picture of history which includes many perspectives and stories, and not just a westerndominated view.…”

Contenidos Educativos Mapuches Y Espacios Ecológicos-Culturales en La Araucanía: Desafíos Para Una Educación Intercultural

“…A nivel internacional existen experiencias como en: Perú (Trapnell, 2011); Bolivia (Caurey, 2013); Colombia (Flórez-López, 2016); México (Sartorello, 2019); Hawái (Goodyear-Ka'Öpua, 2013); Canadá (Conseil en Éducation des Premiéres Nations [CEPN], 2017); Australia (Turner et al, 2017); y Nueva Zelanda (Bishop et al, 2012;Alton-Lee, 2015), donde se ha planteado el desafío de revertir dicho problema epistemológico y político, que emerge de un factor común, la colonización. En dichas experiencias, la incorporación de contenidos, métodos y finalidades educativas se realizan a partir del enfoque educativo intercultural como propuesta teórica, empírica y metodológica, que articula los saberes locales y hegemónicos en los distintos procesos pedagógicos llevados a cabo en la institución escolar.…”