Reflections on culturally responsive practices and pedagogies: Higher education and Initial Teacher Education programmes and support, inclusivity and diversity in the Australian context

In centering teacher relations with knowledge, this Chapter seeks to contribute to an understanding of the nature of curriculum in the current higher education context. It highlights a review of the literature and focuses on my reflection practice as a teacher educator. Specifically, it looks at inclusivity and diversity dynamics in relationship to a diverse set of backgrounds and cultures in both social and affective realms. It addresses a few questions: How do teachers perceive teaching positions and their roles in enabling culturally responsive practices and pedagogies? It also queries whether it recreates or disrupts different subject positions (students, university, teacher accrediting authorities) including the issues that impacts on educational outcomes. The lived experiences of educators and their implementation are difficult to capture, yet this Chapter includes my personal insights as a teacher educator.