Education Commons^™

Local Wisdom In Regenerative Teacher Practices, Sue E. Smith, Jon C. Mason, Majella Bowden

Australian Journal of Teacher Education

In this article, teacher professional practice is conceptualised within a regenerative framing as a synthesis of intercultural perspectives drawn from wisdom traditions, placing ethics-in-action alongside reflection-in-action. Regenerative practice foregrounds the need for renewal connecting professional learning with lifelong learning. Global sustainability agendas also inform this endeavour, reminding us of our connectedness within living ecosystems while ‘local wisdom’ is considered a primary source to inspire regeneration. Ecological models of education are therefore explored to determine the nature and scope of regenerative practices. Isolation imposed by the global pandemic provided opportunity to reflect upon our own practices and how these inter-relational constructs, …

Narratives Of Place And Land: Teaching Indigenous Histories In Australian And New Zealand Teacher Education, Richard Manning, Neil Harrison

Australian Journal of Teacher Education

This article offers a trans-Tasman critique of approaches to the teaching of history in New Zealand and Australia. Taking knowledge out of place and time and presenting it in textbooks is a conflicted task for schooling in both countries. The disembodiment of knowledge in history books has led students to the proclamation that the teaching of history in schools is ‘boring’ and irrelevant to their lives. The authors seek a way out of this dilemma in proposing that the teaching of Indigenous history in schools must recognise that Indigenous historical narratives are intimately tied to the ecologies of places – …

Effective Teaching Practices For Aboriginal And Torres Strait Islander Students: A Review Of The Literature, Natalie J. Lloyd, Brian Ellis Lewthwaite, Barry Osborne, Helen J. Boon

Australian Journal of Teacher Education

This paper presents a review of the literature pertaining to the teacher actions that influence Aboriginal and/or Torres Strait Islander student learning outcomes. This review investigates two foci: the identification of teacher actions influencing learning outcomes for Aboriginal and/or Torres Strait Islander students and the methodological approach to how the influence of teacher behaviours on student learning has been determined. The literature review identifies that published literature in the effective teaching area is predominantly in the ‘good ideas’ category; that is assertions are made by authors with no research-based evidence for supporting such claims, especially through quantitative research which seeks …

The Context For Change: Reconceptualising The 3rs In Education For Indigenous Students, Elizabeth M. Jackson-Barrett

Australian Journal of Teacher Education

Abstract

In 2011, three years on from the Apology given by Prime Minister, Kevin Rudd to the Stolen Generations and coupled with the Federal Governments agenda to ‘close the gap’ in education for Aboriginal students, perhaps it is time to retrospectively look at the issues and challenges that have moulded the terrain of Aboriginal education in Western Australia. It is clear that over the last 200 years there has been progress in improving the access of schooling for many Aboriginal students. However the retention and successful completion of compulsory schooling still remain at unacceptable levels. It is these current performance …