INDIGENOUS KNOWLEDGE INTEGRATION IN AUSTRALIAN CURRICULUM: CULTURALLY RESPONSIVE PEDAGOGY AND PERSPECTIVES FOR VIETNAM
Main Article Content
Abstract
This paper explores the Australian curriculum's integration of Indigenous knowledge and perspectives, highlighting its potential to foster cultural inclusivity and social justice in education. Culturally responsive pedagogy is highlighted as a key component, acknowledging the richness of Indigenous cultures and traditions. Particularly, the Australian curriculum's standards 1.4 and 2.4 emphasize the significance of recognizing Indigenous worldviews, traditional ecological knowledge, and contributions to national heritage. The article suggests that Vietnam, with its diverse Ethnic Minority (EM) groups, can benefit from Australia's approach. Embracing EM knowledge and culturally responsive pedagogy may help Vietnamese educators create a more inclusive education system, celebrating cultural diversity and promoting tolerance and national unity. This paper advocates for valuing and integrating Indigenous and EM's perspectives in educational frameworks as a means to enrich and empower learners, fostering a more just and equitable society.
Article Details
Keywords
Indigenous knowledge, Australian Curriculum, culturally responsive pedagogy, cultural diversity, inclusivity in education
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