Overview
This microcredential is specifically designed to enhance the pivotal role of leadership and advocacy in advancing cultural responsiveness within educational institutions, particularly in the context of First Nations education. The focus is on empowering educators and leaders to integrate cultural responsiveness into their leadership practices, fostering inclusivity and cultural competency, and cultural safety within the school culture and education system. The goal is to drive systemic changes that lead to a more inclusive and equitable educational system.
Culturally responsive leadership in education involves understanding and valuing diverse cultural perspectives, creating inclusive learning environments, and promoting equity. Participants will develop skills and knowledge in areas such as cultural competency, inclusive leadership, and advocacy for systemic change. They will study the elements of culturally responsive leadership, including the integration of Indigenous perspectives and knowledges, and learn how to apply these concepts in their educational settings. Additionally, the importance of continuous reflection and improvement in fostering cultural responsiveness is highlighted. The advocacy for systemic changes is viewed as an ongoing, dynamic process, recognising the evolving nature of cultural responsiveness in education. Participants will explore models for sustainable institutional change, with a specific emphasis on the unique needs and contexts of First Nations education. The aim is to provide educators with tools to implement culturally sensitive and relevant changes.
Learners completing this microcredential can apply it as credit toward the full unit IAS538 Challenging Educational Paradigms.
Assumed knowledge
Whilst there are no formal entry or prerequisite requirements, it is recommended that participants hold a recognised undergraduate degree. Experience working in diverse or cross-cultural educational contexts, particularly in First Nations education, will be advantageous. Participants may have completed prior study in culturally responsive teaching or gained experience working with First Nations learners and communities.
Learning outcomes
- Critically reflect on their own beliefs, values, positionality, and leadership practices to understand how these shape decision-making, relationships, and interactions in culturally diverse educational contexts, particularly with Aboriginal and Torres Strait Islander communities.
- Critically analyse leadership, power, and institutional practices using frameworks such as Critical Race Theory, Whiteness, the Cultural Interface, and Aboriginal ways of knowing, being, and doing, to identify how inequities are produced and sustained within education systems.
- Design and apply culturally responsive leadership strategies informed by Aboriginal Leadership Models, Transformative Leadership, Theory U, and systems thinking to implement sustainable, culturally safe changes in school policies, practices, and improvement planning.
Assessment overview
| Assessment task | Value (of total mark) | Related learning outcome/s |
|---|---|---|
| Reflective Leadership Journal (750 words) | 25% |
|
| Critical Analysis Paper - CRL in Action (750 words) | 25% |
|
| Applied Leadership Project - School Action Plan (1,500 words) | 50% |
|
Availability options
ITV: This unit will be delivered/part-delivered intensively in this teaching period rather than over the full semester.
OLR: Internet access is required for this unit as students are required to access study materials provided on-line through Learnline. Please log into Learnline on the first day of each teaching period. For more information about Learnline, please click here.