NSW DET guideline protocols
Aboriginal teachers and education workers teaching in schools
Be the person to consult with the community and especially older Aboriginal people on behalf of the school.
Be responsible, in consultation with the community, for cultural knowledge and advise as to what information students are allowed to be taught
Consult with the Aboriginal community and curriculum advisers as to what cultural knowledge Aboriginal children need to learn
Develop, or assist in developing, teaching materials for lessons and be able to understand how best to use them with students
Take the lead in discussing teaching ideas and methods of programming lessons that encourage involvement of the community and other Aboriginal teachers
Be a resource person who knows what community resources are available for use in the communitys education program
Be aware of certain things which would determine the best time, place and people for an activity and able to advise non-Aboriginal teachers of local examples which illustrate ideas being taught.
Non-Aboriginal teachers teaching in schools
Working with community and Aboriginal education workers:
When seeking input from members of the community teachers should ensure that they approach the right community member. This is particularly important when taking students on visits to community land.
When seeking advice from Aboriginal people, be prepared to listen rather than to ask questions.
If you have an Aboriginal Education Assistant, involve him/her in the planning, programming and teaching.
There will be situations where Western and Aboriginal aspects of the topic will be discussed in class. Work together with the Aboriginal education worker or community members in a classroom discussion and avoid making judgements either way.
Understand that you have a cultural background that differs from the Aboriginal people of the community, and that culture is being shared both ways.
Aboriginal students are willing to learn from you but may have different ways of learning one of which may be more independent.
• Remember Aboriginal communities are diverse.
Incorporating Aboriginal knowledge and western science in school curriculum:
Promote understandings that Aboriginal peoples view the world in valid and different ways. Avoid making judgements when contrasting worldviews.
Ensure that Aboriginal perspectives lead to an understanding of Aboriginal culture, without being superficial
Remember that knowledge production is socially based, that there is no one true way of understanding and explaining the world; explanations arise from culture.