Affective Response as a Catalyst for Reimagining Curriculum and Pedagogy for Teaching of the Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority in Christian Education

Publication Date
Journal Title
Journal ISSN
Volume Title
Avondale Academic Press
Peer Review Status

In 2018, Australians Together commissioned research on a trial program designed to improve teachers' confidence in relation to teaching the Australian Curriculum's Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority. The research, led by the Bachelor Institute of Indigenous Tertiary Education, was designed to engage staff at two peri-urban independent schools who had participated in the professional learning, several months after they had taken part in an Australians Together 2-day workshop. Teachers described a strong affective response to the professional learning, which prompted them to engage more deeply with the cross-curriculum priority and adapt new teaching resources and approaches to their classrooms. In this article we explore these outcomes but pose the question: Is affective response sufficient? Based on the research, we suggest additional steps that could be taken to further extend the impact beyond classroom actions.


Williamson-Kefu, M., Guenther, J., Ober, R., & Osborne, S. (2022). Affective response as a catalyst for reimagining curriculum and pedagogy for teaching of the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority in Christian education. TEACH Journal of Christian Education, 16(2), 31-37.

International Standard Serial Number
International Standard Book Number