ABSTRACT
This chapter reports on research that examines how teachers enact culturally responsive pedagogy in diverse Australian mainstream early learning classrooms. It considers opportunities for learning (OfL) as culturally responsive approaches to support teachers in redesigning their practice to connect Aboriginal students’ prior knowledge of lifeworlds for improved learning. This chapter brings into conversation theoretical concepts of OfL with culturally responsive pedagogies. The chapter concludes that culturally responsive pedagogy can provide ‘opportunities for learning’ for all when literacy knowledge co-constructs learning experiences dialogically by teachers and students.
