ABSTRACT
In this chapter we focus on the importance of co-constructing pedagogies and curriculum with Aboriginal and Torres Strait Islander students. The pedagogy is based upon a co-constructed model of learning which allows teachers to focus on the knowledge and capacities of their students, promoting a strengths-based approach. Using a strengths-based approach celebrates the identity and culture of the students, which we argue can be achieved through two-way learning and a culturally responsive curriculum. Central to this is the importance of building positive relationships with all members of the learning community. Relationships are important to building two-way learning, and for planning and decision making within the school and classroom contexts. Practical strategies are provided to demonstrate how this can be fostered. In this chapter, examples of co-constructed pedagogies are provided to demonstrate how teachers can establish and embed the students’ lived experiences of their students in their classrooms. These examples are drawn from real experiences of educators.
