Adopting culturally responsive pedagogies to facilitate connection and belonging in regional learning and teaching environments

Background: Due to efforts to increase under-represented students, Australian higher education classrooms are becoming increasingly diverse. At the same time, equity students, especially those at regional universities, experience lower completion rates. These trends indicate how students who experience multiple kinds of inequity encounter complex challenges that impact their learning and signal the need for ongoing efforts to ensure better university experiences and outcomes.

Methods: In this presentation, I propose culturally responsive pedagogies as a resource for enacting positive change in how regional students experience the curriculum and teaching practice. I make a case for how culturally responsive pedagogies facilitate connection and belonging in regional learning and teaching environments in ways that build community between educators, students, their families, and communities.

Conclusion: The presentation concludes with a discussion about some of the limitations and challenges associated with drawing on culturally responsive pedagogies in the current Australian context.