Critical reflection is an important aspect of teacher practice in Indigenous education. It involves thinking about teaching practice, but also requires that teachers go deeper and think about their cultural background and how this influences teaching and expressions of learning as well as how it positions people in Australian society.
This chapter is useful for learning about critical self-reflection in Indigenous education. It is co-written by Denise Proud who is an Elder with Kao, Kuku-Yalanji and Kamilaroi connections, and non-Indigenous researcher Ann Morgan. It contains a useful guide on how to develop your own critical self-reflection from a range of perspectives.
This article is useful for learning about how critical reflection helps teachers in Indigenous education. It is written by a non-Indigenous Canadian academic who reflects on her own journey as a teacher overseas and in Canada. She explains the differences between multicultural education, cultural revitalisation and a colour-blind approach, and explains why critical self-reflection is important in the Australian context. The more teachers understand about their own cultural and social identities, the more they will be able to navigate the cultural landscapes of the classrooms they teach in, through promoting Indigenous knowledge, experiential learning, caring as a teaching practice, and high expectations.
This article is useful to learn about what teachers need to be like when working in First Nations education. This article is co-written by a Gamilaroi academic and a non-Indigenous Canadian academic and uses a First Nations ‘Relationally Responsive Standpoint’. It is a literature review, that is, the authors have reviewed relevant literature and identified the common themes. It identifies that teachers need critical reflection and cultural self-awareness skills as well as content knowledge and teaching strategies to best teach First Nations students.
This article is good for providing examples of university student reflections in relation to working with First Nations people. This has been written by non-Indigenous academics. It is about a project in which university students, including pre-service teachers, worked with First Nations people and reflected on their learning. This is an academic article that explains the project and it has information about theory and methods. Look for the reflective model used and the excerpts from student reflections.