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- Aboriginal education (2)
- Educational utility (2)
- Indigenous (2)
- Aboriginal (1)
- Affective pedagogies (1)
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- Belonging (1)
- Boarding school (1)
- Cultural competence (1)
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- Ethnoeducational (1)
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- History (1)
- Indigenous education (1)
- Indigenous education; Aboriginal learning style theory; culturally responsive schooling; politics of education (1)
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- Intercultural Education (1)
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- Non-Indigenous (1)
- On Country Learning (1)
- Outdoor play and learning (1)
- Perceived benefit of education (1)
- Place (1)
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- Secondary education (1)
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- Western Australia (1)
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Articles 1 - 6 of 6
Full-Text Articles in Indigenous Education
Strengthening Identities And Involvement Of Aboriginal Children Through Learning On Country., Elizabeth M. Jackson-Barrett, Libby Lee-Hammond
Strengthening Identities And Involvement Of Aboriginal Children Through Learning On Country., Elizabeth M. Jackson-Barrett, Libby Lee-Hammond
Australian Journal of Teacher Education
Djarlgarra Koolunger (Canning River kids) is a culturally centred outdoor learning project referred to as ‘On Country Learning’ or OCL. The project explores Aboriginal connectedness to the spiritual, social, cultural, environmental and geographic dimensions of particular outdoor spaces. This allows Indigenous and non- Indigenous students and their educators to connect at what Nakata (2007) terms the ‘cultural interface’. OCL offers opportunities to transform the ways in which schools engage with Aboriginal perspectives whilst facilitating deep learning through what we describe as culturally responsive pedagogies. This paper stories the journey of Aboriginal students and their teachers, engaging in learning that is …
Cultural And Intercultural Education: Experiences Of Ethnoeducational Teachers In Colombia., Irma A. Flores H., Nancy Palacios Mena
Cultural And Intercultural Education: Experiences Of Ethnoeducational Teachers In Colombia., Irma A. Flores H., Nancy Palacios Mena
Australian Journal of Teacher Education
This article focuses on the analysis of the pedagogical component of ethno-educational experiences developed in different departments of Colombia. A qualitative methodology that integrated a systemic explanatory analysis model was chosen for this study together with a content analysis of these experiences from a systemic point of view, in order to consider those educational practices as the expression of interests, struggles, relationships and social dynamics. The text includes a fragment on the emergence of ethno-educational processes in Latin America and examines the conceptualization of the term, the objectives, the emphasis given in literature to political empowerment, the struggle for preserving …
‘Aboriginal Learning Style’ And Culturally Responsive Schooling: Entangled, Entangling, And The Possibilities Of Getting Disentangled, Greg Vass
Australian Journal of Teacher Education
Arising from the author’s experiences as a high school teacher, and now teacher educator and education researcher, this article is motivated by concerns to do with ‘good’ schooling practices in connection with Indigenous education in Australia. More specifically, the paper critically considers the enduring and worrying influences of ‘Aboriginal learning style theory’, alongside considering the possibilities of culturally responsive approaches. While interest in culturally responsive schooling is growing, the argument put forward here is that concomitant with these efforts, more attention needs to be invested into teasing out how and why this approach differs from learning styles in significant ways, …
Narratives Of Place And Land: Teaching Indigenous Histories In Australian And New Zealand Teacher Education, Richard Manning, Neil Harrison
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 – …
A ‘Better’ Education: An Examination Of The Utility Of Boarding School For Indigenous Secondary Students In Western Australia, Mary-Anne Macdonald, Eyal Gringart, Terry Ngarritjan Kessaris, Martin Cooper, Jan Gray
A ‘Better’ Education: An Examination Of The Utility Of Boarding School For Indigenous Secondary Students In Western Australia, Mary-Anne Macdonald, Eyal Gringart, Terry Ngarritjan Kessaris, Martin Cooper, Jan Gray
Research outputs 2014 to 2021
Over the past 10 years, great improvements have been observed in the Year 12 attainment rate of Indigenous Australians. This has been due, in part, to government funding of programmes aimed at improving education opportunity for Indigenous Australian students, including funding of scholarships for students from remote areas to attend boarding schools. The current qualitative study investigated the perspectives of school leaders and Indigenous secondary students across the Australian state of Western Australia, on the utility and impact of this boarding provision. Students identified that boarding education allowed them to achieve a dual goal of meaningful career pathways and improved …
Examining The Perceived Benefit Of Education For Aboriginal Secondary Students In Western Australia, Mary-Anne Macdonald
Examining The Perceived Benefit Of Education For Aboriginal Secondary Students In Western Australia, Mary-Anne Macdonald
Theses: Doctorates and Masters
Indigenous and remote Australians have lower education and employment levels than non- Indigenous and urban Australians and face continued socio-economic disadvantage. Many contemporary voices have called for quantitative evidence for Indigenous education policy. The current thesis responds to this gap in the literature by developing a factor model of Indigenous education engagement, and supports this with regression equations and qualitative interviews exploring the impact of various experiences on Indigenous engagement with secondary school. The current study found that, despite gap in attendance rates, Year 12 completion rates, and tertiary education enrolment and completion, Indigenous and non-Indigenous participants alike ascribed a …