ABSTRACT
This chapter explores critical self-reflection and how it differs from reflective practice commonly adopted by teachers. Critical self-reflection challenges teachers to interrogate the underlying assumptions, values, and beliefs that shape their worldview and sociocultural standpoint. When cultivating a strengths-based understanding of Aboriginal and Torres Strait Islander identities, teachers must critically self-reflect in three key ways. First, on their own cultural identity; second, on the social, cultural, and historical influences on how you see the world; and third, on the strengths, resilience, and richness of Aboriginal and Torres Strait Islander cultural identities. Readers will learn about critical self- reflection through three questions: What is it? How do I do it? And what difference will it make? Through stories, research, and practical strategies, we as authors – one Aboriginal Elder, long-standing educator and researcher, and one non-Indigenous experienced educator and researcher – share our perspectives on critical self-reflection.
