Abstract:
The merits of what have be described as cultural wealth approaches to schooling practices, that largely draw on US theorizing, have been advanced in Australia for more than 25 years. However, as has been widely acknowledged, there is little empirical evidence available that makes a strong case regarding why these culturally responsive approaches are well suited to the Australian setting and capable of making a positive impact, particularly in relation to the education experiences and achievements of Indigenous learners. In their own way, each of the presenters in this symposium have been working towards addressing this research shortfall, and concurrently, to improving teaching and learning practices by drawing on the localised cultural wealth that students arrive at school with. By extension, each of the presenters has been working with educators on professional learning activities to address concerns such as deficit theorizing and the cultural politics of schooling.