Cultural Awareness and Inclusion Procedure

In this policy/procedure, words in italic text are defined terms which have the specific meanings set out in Gowrie Victoria Policies and Procedures – Definitions and Abbreviations.

Purpose

The purpose of this procedure is to ensure that Gowrie Victoria’s children’s programs, and the practices of educators and all other staff members at each of Gowrie Victoria’s services, take full account of the cultural diversity, safety and empowerment of children, families and staff that make up the service communities.

Scope

This procedure applies to all Board members, staff members, volunteers, students on placement and contractors/labour hire employees of Gowrie Victoria.

Procedure Statement

Aboriginal and Torres Strait Islander Heritage

Gowrie Victoria acknowledges the Aboriginal and Torres Strait Islander Peoples of Victoria and Australia as the first owners of the land on which we live and work.

Each service will publicly recognise the traditional owners of the land on which it is situated. Elders past, present and emerging will be acknowledged at all significant service meetings and events.

Gowrie Victoria will actively develop reciprocal relationships with Aboriginal and Torres Strait Islander people and organisations. Aboriginal and Torres Strait Islander heritage and values will be integrated into Gowrie Victoria’s early learning programs and be reflected in educators’ intentional teaching and practices.

Through the development and implementation of its Reconciliation Action Plan, Gowrie Victoria is committed to the continuing learning journey of reconciliation with Aboriginal and Torres Strait Islander Peoples.

Cultural Identity

Gowrie Victoria recognises the family as central to each child’s sense of being and belonging, and to successful lifelong learning. Gowrie Victoria also recognises the uniqueness of each child and family, and will respect, acknowledge and celebrate the child’s and the family’s cultural identity in ways which are important to each child.

Gowrie Victoria recognised the particular importance of Aboriginal culture to the physical, psychological and cultural safety Aboriginal children and the families.

Cultural Inclusion

Educators should ensure that each child is able to participate fully in the program by:

• embedding positive attitudes towards cultural differences in their teaching and practices, including knowledge of different cultural practices and world views
• creating culturally safe, inclusive and welcoming environments for every child
• ensuring that the cultural rights of Aboriginal people are acknowledged and respected
• modelling skills for communication and interaction across cultures
• supporting children to be inclusive in their interactions
• promoting gender equity through language, interactions, experiences and routines
• providing rich and diverse environments and resources, and open-ended learning experiences that:
• reflect children’s social worlds
• enable children to explore diversity through a range of spontaneous and intentional experiences
• allow children to broaden their perspectives and encourage an appreciation for diversity
• encouraging and inviting family members to contribute their knowledge and experience to enhance children’s programs and learning
• committing to ongoing learning about different cultural practices and ways of knowing and being.

Administrative Processes

Enrolment and Orientation

During the enrolment and orientation process, educators and staff members will seek information about each families’ cultural background, origins, circumstances and linguistic experience, as well as their cultural practices and preferences for their children.

Families will be provided with translation assistance as required.

Additional Support for Children and Families

Where additional support is required to assist children and families, this will be sought in consultation with families from external professionals.

Professional Learning and Development

Educators will undertake ongoing professional learning to develop their skills and confidence in working with diverse groups of children and families.

Development opportunities will include a focus on creating culturally safe environments and practices for Aboriginal children and other children from diverse backgrounds.

Authorisation

Approved by the Executive Manager, Early Learning

Name	Nicole Pilsworth
Signature
Date	21 July 2022

References