How can educators embed Aboriginal cultural perspectives into early childhood practice?

Abstract

How can educators embed Aboriginal cultural perspectives into early childhood practice? This study investigated strategies developed by early childhood education and care educators to engage with and embed Aboriginal cultural perspectives into their teaching practice. The rationale for the study included the introduction of Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF, DEEWR, 2009) which set out expectations that educators would develop and demonstrate cultural competency in their work, including Aboriginal cultures, but did not outline how to meet that expectation. At that time, only limited research literature about developing cultural competence to meet the EYLF existed and resources for educators were sparse. Some research indicated that educators lacked knowledge and confidence to embed Aboriginal cultural perspectives in their teaching practice to achieve the expectations of the framework. This thesis adds to the growing body of work which can support educators to meet those expectations.

The study investigated and enacted action research processes, strategies and outcomes at three participating early childhood education and care sites, all three located in suburban areas of western Sydney, and involved forty participants. The study took place over a period of eighteen months, with educators guided and supported by the researcher to engage in collaborative action research. As educators developed strategies to increase and strengthen their understanding and knowledge of Aboriginal cultural perspectives, they applied their new knowledge to their teaching practices in ways that suited each centre’s particular location, community and interests. Drawing on collaborative action research principles and key constructs of reflective practice, the study provided educators with opportunities to explore and implement ways to embed Aboriginal cultural perspectives into their teaching practices. An action research method supported change through collaborative reflection on current practice, as each site worked independently through cyclic processes, identifying what and how to change, then enacting change and reflecting again, reviewing and strengthening practice (McNiff & Whitehead, 2011; McTaggert & Kemmis, 2000; Yin, 2009).

Emerging from this research is a vision that educators will continue developing their knowledge and understanding as they further embed Aboriginal cultural perspectives into their teaching practices, so all children can benefit from ongoing engagement with Aboriginal cultural inclusion.

Date of Thesis submission	2025
Original language	English
Awarding Institution	Western Sydney University
Sponsors	Australian Government Research Training Program Scholarship
Supervisor	Christine Woodrow (Supervisor) & Margaret Somerville (Supervisor)