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Relationally Responsive Curriculum Framework adapted from Yunkaporta and Shillingsworth's (2020) relationally responsive standpoint
Source publication
Australian schools routinely fail to deliver culturally responsive educational experiences for Aboriginal and Torres Strait Islander students. Educational structures, including the curriculum, are organised according to neoliberal, settler colonial epistemologies, which fracture and neglect Aboriginal and Torres Strait worldviews. In this study, re...
Contexts in source publication
Context 1
... voices and de-identified. Thematic narrative analysis was then used. Emerging elements were interwoven with the four processes of Yunkaporta and Shillingsworth's (2020) relationally responsive standpoint to develop a localised matrix demonstrating the alignment between elements of relationality and the broader educational context (see Fig. 2). Participants had the opportunity to discuss their individual yarns, positioning them as active and ongoing contributors (Yunkaporta & Shillingsworth, 2020). Individual yarns were then analysed to discover overarching thematic patterns of experience, in relation to the aforementioned ...
Context 2
... briefly outlines one approach to a relationally responsive curriculum narrative that could support the coherent representation of Aboriginal worldviews. Analysis of participants' experiences revealed a framework through which relationality can shape culturally responsive education. This Relationally Responsive Curriculum Framework, summarised in Fig. 2, follows the metaphors for process outlined by Yunkaporta and Shil- lingsworth (2020), applying these to teaching, rather than research. Each process is interwoven with the elements of relationships, place and concepts. The first, Ethical Process, requires the demonstration of respect for each relational element and an awareness of the ...
Context 3
... elements of relationality that the participants identified -relationships, place and curriculum concepts -contain various intersecting layers of complexity, and are themselves interrelated. The connections between these elements and relationally responsive standpoint theory are encapsulated in the Relationally Responsive Curriculum Framework (see Fig. 2). As it is based on a case study drawing on a small sample of participants, this framework's generalisability is limited. The localised nature of Aboriginal knowledges and cultures makes it difficult to identify a broad framework applicable to all schooling contexts. Additionally, only non-Indigenous teachers volunteered to participate ...
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