These two examples demonstrate how western and Indigenous pedagogies can be aligned to create an enriched learning experience. The first is a lesson on descriptive writing which utilises both pedagogies in creating a richer experience for students. The second is an image which portrays the university experience of myself and peers through Indigenous perspectives after reflecting in a western way.
Although the curriculum requires Indigenous inclusions, it lacks ways and definitions on how to incorporate these. The 8Ways (8 Aboriginal Ways of Learning, 2013) is a fantastic framework to help guide teachers into how to incorporate and align western and Indigenous pedagogies. It is useful in realising the ways Indigenous people view the world. 8Ways (8 Aboriginal Ways of Learning, 2013) helps to acknowledge these ways in realising how these could be incorporated into teaching and learning, in entering into a culturally responsive and relevant learning environment to form relationships with all involved.
The idea of classroom design being based on the culture and society which surrounds the school (Marietta, 2009) is important. It provides the link between the school and community, which is what we desire as teachers. The idea of using the environment and the culture to design classrooms holds significant power for making education real and valuable in the context it is in. Is it really valuable to have classrooms designed in the same ways across the world, not taking into account individual cultures, or is it more beneficial to have individually designed classrooms which utilise the information, culture and environment of the specific context, which holds more power for education?