In this reading: Group of answer choicesBlair identifies the need for critical self-reflection, deep listening, dialogue and collaboration.Blair recommends that educators acknowledge and value patterns and triangles; different worldviews, different Aboriginal worldviews.All of these responsesBlair wants to ensure that non-Aboriginal children (while embracing their own national identity) find deeper respect for their own humanity and a sense of social justice through a profession that sees teachers as agents of change.

An applied learning activity suggested in this chapter for future educators is to:Group of answer choicesConstantly check and reflect on their values and their own experiences. Watch a program of their choice on NITV and record reflections and answers to question prompts.Ask students to create their own Dreamtime story. Provide a procedure for embedding Aboriginal perspectives into the curriculum.

In the Introduction section Blair (2015) suggests that embedding Aboriginal perspectives is:Group of answer choicesonly necessary if your students have experienced racism.more than attaching something exotic into already existing course content.an important way to tick the Indigenous box.an optional activity suggested by ACARA and AITSL.

The effective embedding of Aboriginal perspectives is found in process not content. A helpful framework discussed in this chapter is called:Group of answer choicesthe Indigenous Academic Support framework.the Australian Curriculum framework.the 8 Ways framework.the 10 Ways framework.

Discuss the importance of including Aboriginal and Torres Strait Islander voices and perspectives within the learning environment, and outline three (3) further strategies educators can use to promote understanding and respect.

Discuss the importance of reflecting on cultural differences between western society and Aboriginal and Torres Strait Islander culture, and provide four (4) examples of how educators can engage in this process.