“…(p. 7) The critical point of the experiences included in this element was not only to build cross-cultural communication skills in teachers, but also to help them recognise that they may have a different cultural background to their students and that the values and attitudes that they bring to the classroom may impact on their communication skills and on the potential learning outcomes of their students (Long, Cavanagh, Nicholson, & Maskell, 2008). Cross-cultural skills foster understanding and inclusion of Indigenous students in classrooms and help teachers recognise their often-uncritical acceptance and promotion of the dominant culture in the school setting (Long, Moran, Harris, & Ryan, 2007). Without cross-cultural knowledge, teacher expectations are set in a paradigm framed by the dominant culture, and the uncritical acceptance of this can result in teachers unconsciously reinforcing and supporting a cycle of alienation and lowered expectations (Long et al, 2008).…”