Name: Carys Arnold

SID: 10096097
Word Count: 2168
Worldviews in Pedagogy: A paper on the importance of cultural inclusivity.

The purpose of Hewitt’s article “A Clash of Worldviews: Experiences From Teaching

Aboriginal Students” is to outline the difficulties in including Aboriginal children in a

schooling system designed around the European worldview. The European Educational

Tradition is based on a culture of formal education within structured institutions – a practice

in complete opposition of the culture of Indigenous Australians, whose people have

historically lived and learned their whole lives through a symbiotic relationship with their

environment (Hewitt, 2000; Sherwood et al, 2014). This cultural paradigm is deeply

entrenched in the Aboriginal psyche and is part of the self-image of Indigenous Australians

to this day (Hewitt, 2000; Price, 2014).

From the early 1800s, the Australian government put forth policies to assimilate Indigenous

Australians into white culture, beginning with harsh, racist overtones and progressing to a

milder, but equally toxic paternalistic approach (Beresford, 2003a; Lowe 2014). This

approach has decimated Aboriginal culture and has had a terrible effect on the capacity of

Aboriginal students to engage with white Australian education, and often causes Aboriginal

students to drop out of school (Pascoe, 2014).

The relevance for teaching practice is that Aboriginal children have historically been at a

disadvantage (Department of Education and Communities (DEC), 2012). Aboriginal students

are also often fettered by a myriad of access issues through low socio-economic status

(Ferfolja, Diaz & Ullman, 2016). Since the 1970s the Australian government has tried to

counteract the endemic racism that has dogged Aboriginal people since the white
 Name: Carys Arnold
SID: 10096097
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colonisation of Australia (Price, 2014). There is even debate about whether Aboriginal

children ought to be educated within the European system, or if a culturally complementary

curriculum ought to be devised for them (Beresford, 2003b). The government is currently

focused on embracing cultural diversity and the onus is on the teacher to ensure racial

biases do not play out in their classrooms (NSW Education Standards Authority (NESA), n.d).

Teachers must adjust their pedagogy to include Indigenous Australians. Some Aboriginal

pedagogies have been shown to have great similarity to Western research into education.

For example, Vygotsky’s theory of scaffolding is very similar to the traditional Aboriginal way

of learning, and may be useful in teaching Indigenous children (DEC, 2012). Robert Epstein

posits that adolescence is an artificial extension of childhood and teenage children ought to

be treated as adults (Dumas, 2002). Similarly, Aboriginal children are not held separate to

adults, they are embraced as valued members of society (Sims, O’Connor & Forrest, 2003).

As a result, it should not be a difficult task to include these pedagogies in the classroom

since similar tactics have been known for years. Hewitt promotes two-way learning as a

technique to improve both Aboriginal and other Australian students’ results. The NSW

Department of Education and Training (DET) recognises that multicultural knowledge and

methodology is key to good pedagogy (DET, 2003). Good pedagogies also include reciprocal

communication (DET, 2003) as learning is a social act (Smith, 2010; Moore, 2012). Good

teachers will adapt their pedagogies to the needs and abilities of their students and must be

aware of the cultural lens through which people view the world (Spradlin, 2012). More

broadly, these techniques can be used to ensure culturally appropriate pedagogies are a

part of every lesson plan, and can be modified to the culture of the students in each class.

Particularly for English, it should be useful in engaging students with increasingly difficult

texts as they progress through school.

 Name: Carys Arnold
SID: 10096097
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Hewitt’s article conveys no clear purpose, no clear results and is almost entirely a

commentary on Hewitt’s own experiences (Fosset et al, 2002; Finlay, 2006). The qualitative

research Hewitt undertakes as part of his paper is based on changes made to a university

course after a three-year period of research conducted by the Australian Catholic University

(ACU). It is difficult to ascertain whether Hewitt’s own data is relevant as no specific results

or information from the ACU research is shown and there are no comparisons made to the

experiences of Aboriginal students of the ACU prior to the changes. Hewitt’s process of data

collection consists of interviews with Aboriginal adults completing a university course.

Although there is some merit in specifically including teachers in research on pedagogies

(Sallee & Flood, 2012), by only including such a specific sample, there is almost certainly bias

in the results (Reeves, 2008; Strassberg & Lowe, 1995). It may have been useful to include

some Indigenous Australians who had completed the course prior to changes being made

since the article mentions a collection of positive experiences, but no negative ones.

Indigenous Australians who had a negative experience in this course may have had valuable

perspectives to offer and would have added some depth to the results (Crotty, 1998). In

addition, there is no reference to the date or place the data was collected, whether it was

entirely conducted through written responses, and minimal reference to the behaviours of

the group throughout the course, all of which can detract from the findings (Kervin et al,

2016).

While he identifies his role in the creation of the unit, Hewitt does not acknowledge bias, an

essential step for any researcher (Kirkwood & Price, 2013). Hewitt states that he and his

fellow faculty members participating in the program “have undoubtedly become better
 Name: Carys Arnold
SID: 10096097
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teachers as a result of the experience.” (Hewitt, 2000, p116), however, he does not provide

any evidence to prove this statement, neither in student results, nor feedback from

students about their teachers. Along with this, there is no acknowledgement of

expectations, descriptions or interpretation of the results, an essential part of any research

study (McMillan, 2012).

Despite the limitations to his data gathering, Hewitt places his study in the context of wider

pedagogical approaches to cultural incorporation of teaching. The article details extensive

background research on the issue before critiquing the strategy employed by the ACU.

Hewitt has acknowledged the concept of worldview, and detailed explanations of Aboriginal

and European worldviews in relation to pedagogy. By interviewing Aboriginal people, Hewitt

is focusing his study on collecting the opinions of those the revised pedagogy will affect the

most, thus enriching the study. It would have been interesting to see research on these

university students taking their place in the classroom to see the effect in schools.

While his own data collection is not reported in line with best practice for research (LeBlanc

& Quintiliano, 2015), in the context of the research and literature he references, Hewitt

does come up with reasonable conclusions and recommendations according to a myriad of

further educational resources as evidenced below.

Student engagement is a key factor in their academic success (Tadich et al, 2007). English

can be particularly isolating considering its basis in European culture (Canagarajah, 2003)

and most texts are of white European origin (NESA, 2012). Because of this, it can be difficult

for students of differing cultural backgrounds to engage with topics as they see no relevance
 Name: Carys Arnold
SID: 10096097
Word Count: 2168
to their life (Milner, 2014). Those texts that are from different cultures are still analysed

through the European learning style and Aboriginal students can have difficulty engaging

with English lessons if they do not incorporate traditional Indigenous Australians learning

tools (Hewitt, 2000; DEC, 2012).

The lesson plan under scrutiny in this paper is a Stage 5 English lesson on language

structures of the spoken word, titled “Close look at speeches” (Lesson Plan – English, n.d.). It

is designed to build on previous lessons around written language structures. Based on the

number of activities included it is assumed to be a double period. The activities under

review are students listening to two speeches, and then writing their own.

First, students compare Martin Luther King Jr’s “I have a Dream” speech to Richard Gill’s

TED talk about the value of music education, with emphasis on the similarities and

differences in language structures. Prior to listening to the speeches, the class has two

minutes to research each of the orators. The weakness of this activity when examined under

the findings of the Hewitt article is that it is steeped in the European teaching style. Both

speeches have the same structure – one-person orator-style – and allows for only the most

superficial cultural context surrounding Martin Luther King. Both the speech structure and

the lack of cultural knowledge can be a huge barrier for students of different cultures to

engage with (Biggs-El, 2012; DET, 2003). The lesson plan has therefore been modified to

replace the Richard Gill talk with two speeches – one each from an Aboriginal man and

woman to give additional context to King’s speech and to each other.

 Name: Carys Arnold
SID: 10096097
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The second activity under review is when students write their own speeches. While students

can speak about any topic they like, they are restricted in the style of speech they give. This

is in direct contradiction to recommendations made in Hewitt’s article expressing the need

for Aboriginal students (and by extension, students of any non-dominant culture) to draw

on the learning techniques valued in their culture (Hewitt, 2000). When teachers create a

culturally relevant learning environment, students have achieved better academic results

(Ladson-Billings, 2007; Flory & McCaughtry, 2013). The lesson plan has therefore been

updated to explicitly encourage students to use a style of oration that may come more

naturally to them. This can even be a useful learning experience for the teacher too (Tadich

et al, 2007, Singh & Han, 2010).

The main point of the article is to impart the importance of recognising Indigenous culture

and incorporating Indigenous pedagogies into European-style learning environments in

Australia (Hewitt, 2000). One of the core foundations of the Quality Teaching Framework is

cultural knowledge (DET, 2003). With deeper knowledge comes a greater understanding of

the commonalities people of different cultures share (Ferfolja et al, 2016; DEC, 2012).

Students benefit from learning from a variety of cultural contexts and perspectives (DET,

2003) and the best pedagogies for Aboriginal students actually benefit students of all

cultures (DEC, 2012). As it is essential to the mental health and wellbeing of Indigenous

students to have an emphasis on their culture in their education (Price, 2014), two

Aboriginal speeches were added to the lesson plan.

The first speech was given by Jack Patten at Australia’s 150th Centenary and delves into

issues of slavery and human rights. This speech adds the perspective of Aboriginal culture
 Name: Carys Arnold
SID: 10096097
Word Count: 2168
and gives more context to Martin Luther King Jr’s address. It is important to add historical

context as this will deepen the students’ understanding of the culture surrounding both

speeches (Castaneda, 2004). The comparison will allow students to focus on the language

structures and is likely to improve their results (Hammond, 2006; Price, 2014). The second

addition is from a TEDx event with Jacinta Koolmatrie, an archaeologist whose speech

focuses on the links between collective Aboriginal memory and recent archaeological

findings. This speech uses the Aboriginal storytelling technique, and as a result, is an

excellent resource (DEC, 2012; Price, 2014). Again, this speech gives more perspective to the

first speeches as it discusses Aboriginal issues within Australia since white colonisation. All

three speeches form a narrative of sorts, designed to engage students in the same way

Aboriginal Elders use narrative to teach lessons (DEC, 2012). The Koolmatrie speech is

placed last as it segues into the second activity – the student-directed speeches.

For the second activity updated in the learning plan, students are given free rein to style

their speech. Studies have shown that students are more likely to engage with their learning

when given the opportunity to self-direct (Tadich et al, 2007). Allowing students to draw on

their own backgrounds in creating speeches enables them to utilise their cultural language

patterns in tandem with the language structures under scrutiny in the lesson (Paris, 2015).

When students feel personally connected to the topics they are studying they are also more

likely to achieve better academic results (Linan-Thompson, Lara-Martinez & Cavazos, 2018),

so it is beneficial for all students to draw on their cultural norms to both write the speech

and decide its audience. For Aboriginal students, the speech could take the form of a yarn,

the traditional teaching tool for Indigenous Australians (Yunkaporta & Kirby, 2014). Other
 Name: Carys Arnold
SID: 10096097
Word Count: 2168
forms of cultural expression could be rap or poetry (Biggs-El, 2012), or spoken word as an

art form (van Vark, 2017).

As English consists of such a wide range of topics including various forms of spoken texts

such as film, poetry and drama, there are many opportunities in which to add resources

from Aboriginal and other cultures (NESA, n.d.). One of the main criteria for teachers is to

encourage the growth of literacy, critical creative thinking, and diversity (NESA, n.d).

Multicultural pedagogies encourage critical thinking and self-awareness (Rios & Stanton,

2011) and the lesson plan has been updated to address all three of these areas.

Cultural contexts and pedagogies are imperative for successful learning. People determine

their sense of personal identity and worldview through every aspect of the culture they

grow up in. Hewitt’s article highlights the importance of drawing on these cultures to

further the educational prospects of multicultural students. It is a pedagogy that will benefit

all students.
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