This literature review is written for teachers, school leaders and teacher educators who are working to strengthen culturally responsive schooling in Australia. The review brings together three interconnected fields of scholarship: culturally responsive pedagogies, critical action research and educational leadership, to develop a coherent conceptual foundation for an Australian approach to culturally responsive schooling.

This narrative literature review focuses on the theme of culturally responsive pedagogy, with an emphasis on the Australian context.

In this chapter, Robert Hattam explores notions of citizenship and global citizenship through the prism of the culturally responsive school.