Cultural Inclusion

According to Wlodowski and Ginsberg (1995), culturally responsive teaching occurs when "there is respect for the backgrounds and circumstances of students regardless of individual status and power, and when there is a design for learning that embraces the range of needs, interests, and orientations in a classroom." Academic staff play a vital role in creating an inclusive learning community in which all learners have a recognised and valued identity (Hoekje and Stevens, 2017). For more on culturally inclusive teaching, refer to BEL+T's dedicated page.

Scenario 1

During a tutorial discussion, you notice that students for whom English is an additional language are using their mobile devices to translate the reading materials into their first language. Other students begin discussing the reading material in their native tongue. To encourage interaction, you pair these students with students for whom English is their first language. However, you observe that the pairs are having difficulty interacting with each other. What should you and your teaching colleagues consider to best respond to the needs of the students?

Scenario 2

In a subject that you coordinate, students are required to give a presentation about the historical context of a city. One student presents information that is culturally insensitive and inappropriate. You are uncertain whether this was intentional or unintentional. What should you and your teaching colleagues consider to best respond to these situations?

Scenario 3

After teaching for several years in an overseas academic context, you have recently moved to Australia. The teaching and learning environment in Australia differs from your country of origin, and there is a much more diverse student cohort. In your previous environment, students generally regarded you as an authority and valued your expertise in the subject matter. However, in Australia, a larger number of students see you as a facilitator, organiser and friendly critic who encourages learner autonomy. How might you best approach teaching to accommodate the various student perceptions of your role?

Scenario 4

In a subject that you coordinate, where students are meant to learn about First Nations peoples and, particularly, the culture of Indigenous Australians, a student with an international background queries why they must study Indigenous Australian culture when there are many indigenous groups around the world. How might you and your teaching colleagues respond to such a question?

Relevant Things to Consider

Indigenous Inclusion

Supportive Tactics	Associated Laws and Policies	Support and Resources
Educational adjustments Universal Design for Learning (UDL) Alternative exam arrangements (AEAs) Assistance from an academic support worker (ASW) Equipment loans Assistive technology Accessible formatting of course reading materials Extension to assignments Flexibility in attendance requirements Accessible teaching spaces and ergonomic furniture.	Indigenous Strategy 2023–2027 Indigenous Education Strategy 2018 – 2022 Indigenous Student Plan 2023 - 2027 Reconciliation Action Plan 2011-2013	Murrup Barak Programs for Indigenous students Indigenous RAPs, Indigenous strategies and reports

Cultural Inclusion

Supportive Tactic	Law and Policy	Support and Resources
Educational adjustments Alternative exam arrangements (AEAs) Assistance from an academic support worker (ASW) Equipment loans Assistive technology Accessible formatting of course reading materials Extension to assignments Flexibility in attendance requirements	Designing Futures Strategy Advancing Students and Education Anti-Racism Action Plan Culturally Inclusive Teaching	UMSU BIPOC Grants Program Victorian Multicultural Commission