Teaching to Transform Learning Pedagogies for Inclusive, Responsive and Socially Just Education

Educational settings are becoming increasingly diverse including culture, gender, ability and religious beliefs. Yet, a mono-cultural approach to teaching that prioritises some learners while excluding others continues to be adopted (Morrison et al., 2019). Building on past education declarations, the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019) has a strong focus on equity and social justice with goal 1 calling for ‘The Australian education system [to] promote[s] excellence and equity’. Building on this, goal 2 seeks to develop ‘confident and creative individuals; successful lifelong learners; active and informed members of the community’. If we are to meet these goals, educators need to recognise and embrace the lifeworlds of all learners and use these as platforms from which new learning can build; something that is at the heart of culturally responsive pedagogies (CRP). This chapter argues that educational approaches founded on pedagogies that draw on learner’s lifeworlds, lived experiences and funds of knowledge (Zipin, 2009), foster enhanced educational engagement, achievement and wellbeing.