ABSTRACT
Indigenous holistic worldview goes beyond such an atom-istic/instrumentalist approach to entities, but it fundamentally aims to practise non-dualism that sustains wholeness by merging divisions between individuals and subgroups and co-labouring collective identity. Cultural inclusivity should respond to cultural diversity and multicultural perspectives, as students' diverse learning styles are determined by their cultural/linguistic backgrounds, and its knowledge delivery to be context-dependent. In essence, non-dualistic pedagogical concepts such as Indigenous community-links and intercultural identity are required for teachers to consider in their practice of culturally inclusive learning. Practically conceptualised forms of intercultural identity are found in the concepts of cultural interface and a third culture space. The latter is a pedagogical approach to embedding Indigenous perspectives in schools, whereas the former is a theoretical foundation for the latter. An effort to establish intercultural identity takes on a new mind or individuality, which should be neither dualistic nor non-dualistic, but inclusive of both for intercultural interaction.
