Culturally responsive pedagogies and culturally responsive teaching: a reflexive discussion on initial teacher education within arts disciplines

Global mobility and social and cultural changes create challenges within education contexts requiring reconsideration of teaching and learning practices to effectively support cultural diversity and inclusivity. In this paper, two teacher educators reflexively discuss their experiences in supporting Culturally responsive Teaching (CRT) and Culturally Responsive Pedagogies (CRP) with preservice teachers (PSTs) within creative and Arts-based discipline initial teacher education (ITE) units in an Australian university context. CRT embeds cultural characteristics that include diverse experiences for more effective teaching (Gay, 2010; Vavrus, 2008). CRP specifically supports marginalised student cohorts. Currently, these practice-based education concepts need further research within Australian educational policies and school practices (Morrison et al., 2019). The teacher educators reciprocally reflect on vignettes of teaching practices to discuss what it means for them and their PSTs. Findings indicate that PSTs ‘voice’ and agency are important key factors and support in their preparedness to reflect and implement culturally responsive pedagogies. Following resistance to reforms and change at both micro and macro levels (teacher education, school, and curriculum practices), there is an identified requirement to shift attitudes and practices to effectively embrace and support cultural inclusivity through educational contexts. Challenges with Western norms of educational and institutionalised practices in actioning CRT and CRP are also considered, driven by the concepts of ‘pedagogical frailty’ and ‘decolonising educational practices.’ The teacher educators situate themselves within arts disciplines and reflexively discuss teaching beliefs and meaning making through interaction with PSTs to develop their own understanding and teaching capacity with CRT and CRP.