assessment 3 aboriginal Culturally Responsive Approaches in Schools – Redfern Now (Assessment Prep)
Session overview
Focus: culturally responsive approaches in schools, with emphasis on Assessment 3 preparation.
core activity: watch and discuss the Redfern Now episode as a case study for culturally responsive practice; use the episode to identify strengths, gaps, and areas for improvement.
Readings emphasis: Miller and Steele article (week 9), plus other subject readings; aim to ground assessment arguments in readings and discussion.
Administrative notes: two weeks of classes left; confirmation of assessment date (Friday 26 Sept vs Monday 29 Sept) and how it maps to your site; instructor intends to confirm with Michelle; you may have to rely on the more generous date. A streaming link is provided if you need to watch on personal device.
Acknowledgment of Country: opportunity to practice in a safe space; discussion of place names (Darug lands, e.g., Wianamata, Gadigal) and the practice of acknowledging country.
Final task structure (as explained): Part 1 – one example of a culturally responsive approach with an external example; Part 2 – a critical evaluation of culturally responsive approaches in the Indigenous narrative (the episode) grounded in readings; Part 3 – APA 7 referencing with at least three scholarly sources (two subject readings).
Key concepts
Cultural responsiveness vs. cultural awareness
Cultural responsiveness: being mindful and respectful of cultures and actually responding to their needs and strengths; goes beyond awareness to action and relationships.
Cultural awareness: knowledge of differences without necessarily adapting practice.
Goal: tailor teaching, supports, and school culture to fit the lived realities of distinct groups (e.g., Aboriginal students).
Deficit discourse
Narratives that position Indigenous students as lacking or benefiting only from external intervention, rather than recognizing their own knowledge, strengths, and agency.
Tokenism vs. genuine inclusion
Tokenism: surface-level gestures (e.g., a liaison officer or a welcome) without substantive power, input, or change in practice.
Genuine inclusion: authentic involvement of Indigenous voices in decision-making, curricular decisions, and institutional governance.
Aborginal liaison/education officer role
A position intended to connect school policy and Indigenous communities; can be underpowered if lacking real authority or voice at planning tables.
Acknowledgment of Country vs. national symbols
Acknowledgment to country: respectful recognition of traditional custodians and place-based knowledge.
National symbols (e.g., Anthem, flag): emotionally loaded, historically contested; tensions arise when symbols are used without inclusive processes or historical context.
White saviour complex
Narratives in which a non-Indigenous, usually White figure, “saves” Indigenous people, often masking power imbalances and superficial engagement.
Dual signaling (external inclusivity vs. internal belonging)
External displays (flag outside, NAIDOC events) can feel performative if not matched by internal, substantive belonging and practices.
Episode context: Redfern Now (assessment core)
Episode details
Program: Redfern Now, Episode 4 (use as starting point for assessment)
Year: 2012; still relevant for contemporary Indigenous education debates, though some tech contexts may be dated.
Length: 55 minutes.
Core focus in class discussion
Joel, an Indigenous student on a scholarship, grapples with singing the national anthem as part of daily assembly.
The school’s attitudes toward Aboriginal students and the representation/recognition of Aboriginal cultures are scrutinized.
The role and power of the Aboriginal liaison within the school is discussed; whether it’s a meaningful support or a token presence.
Assessment framing
Students asked to evaluate cultural responsiveness in the school’s handling of Joel’s situation, grounding commentary in Miller & Steele and other readings.
Consider variables like how the school negotiates rules, belonging, and the portrayal of Indigenous knowledge within a non-Indigenous institution.
Major characters and roles
Joel Shields (student): Aboriginal scholarship recipient; refuses to sing the national anthem; embodies agency and cultural conviction.
Mrs. Shields (Joel’s mother): supportive of Joel; advocates for his rights and voices concern about the school’s approach.
Eddie Shields (Joel’s father): skeptical and protective; pushes for a balanced approach but ultimately supports his son’s stance.
Miss McCann (school staff, Aboriginal liaison context): Aboriginal liaison figure; portrayed as a potential source of guidance but limited in power and influence.
Miss Shields (the school’s administrator figure in the family discussion): instances of policy enforcement; emphasizes rules and order, including the anthem.
Mr. Moore (head/administrator, policy enforcer): defends the policy as tradition and national identity; priviledged position in school governance.
The new Indigenous student substitute: used to illustrate tokenistic replacement in the aftermath of Joel’s expulsion; highlights issues of representation.
Elders and community figures (mentioned): as part of broader NAIDOC Week and community engagement in schools.
Main issues and tensions in the episode
The national anthem as a symbol of belonging vs. colonial history
Joel’s discomfort with singing the anthem is rooted in the anthem’s origins and its exclusion of Indigenous perspectives.
The school frames the anthem as a tradition that must be observed; this clashes with Joel’s sense of identity and history.
Institutional power and discipline
Expulsion as a disciplinary tool; the school argues it upholds rules and order, while Joel and family frame it as punitive and unjust.
The role of policy in shaping students’ futures (e.g., scholarship, records, and future life opportunities).
Deficit discourse and the