Cultural competency is an important aspect of an effective school. A school community that sustains and grows a high level of cultural competence is one
where school leaders, teachers, students and their families value, understand, and behave effectively when engaging with culturally diversity. In a culturally competent school, students from diverse cultures are recognised, feel safe, have a sense of belonging, and are empowered by learning experiences that are appropriate and meaningful.
The Australian Government’s Aboriginal and Torres Strait Islander Cultural Capability Framework provides a basis for building cultural capability and is one way to describe the skills, knowledge, and practices of a culturally competent school. The Framework highlights three domains of cultural capability:
Knowing
Gaining knowledge of Aboriginal and Torres Strait Islander culture, customs, histories, and place-based circumstances.
Doing
Engaging in culturally appropriate action and behaviour.
Being
Demonstrating authentic respect for culture in all interactions. Being aware of personal values and biases and their impact on others. Having integrity and cultural sensitivity in decision-making.
At Ashfield Public School, the Framework sits alongside many other resources as a reference for reflecting on, and improving the ways that we engage with First
Nations histories and cultures. For example, we can use the Framework to consider the:
provision of professional learning for staff: This includes, for example, teaching teachers how to design and implement effective teaching strategies, as per the Australian Professional Standards, that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
embedding of First Nations perspectives in curriculum: This is about having a First Nations histories and cultures component in each key learning area. For example, as part of the Science syllabus, students should learn about the longstanding scientific knowledge of First Nations people and its contribution to current understandings of the living, material and physical worlds.
Interaction with First Nations people: Within the context of a whole school culture that is empowered by inclusion and learns from diversity, this is about seeking input from First Nations people. Collaboration maintains opportunities for ideas and feedback and supports the implementation of school systems and initiatives that are culturally appropriate, respectful and authentic.
A culturally competent school affirms the identities of all its students, families and staff. For our First Nations students, families, staff and community members, cultural competence provides a supportive atmosphere that respects, celebrates and learns from Aboriginal and Torres Strait Islander Peoples who have the unique identity as the First Australians.
Framing Indigenous Knowledges and Perspectives in Curriculum Guide (09 July 2024) Griffith University
Cultural Competencies: Essential Elements of Caring-Centered Multicultural Education (2011) Valerie Ooka Pang Rachel Stein, Mariana Gomez Amanda Matas Yuji Shimogori San Diego State University
apsc.gov.au/working-aps/diversity-and-inclusion/aboriginal-andtorres-strait-islander-workforce/cultural-capability-framework
