Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Aboriginal (2)
- Indigenous (2)
- Pedagogy (2)
- Aboriginal education (1)
- Assumptions (1)
-
- Australia (1)
- Behaviour problems (1)
- Bilingual education (1)
- Child welfare (1)
- Children’s culture (1)
- Cultural competence (1)
- Digital games (1)
- Early prevention (1)
- Education (1)
- Engagement (1)
- Gender (1)
- Hearing (1)
- Identity (1)
- Indigenous knowledge (1)
- Invasion (1)
- Location (1)
- Mathematics (1)
- Miscommunication (1)
- Policies (1)
- Political (1)
- Social work education (1)
- Web-based learning (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
Gender, Culture And Intervention: Exploring Differences Between Aboriginal And Non-Aboriginal Children’S Responses To An Early Intervention Programme, Gary W. Robinson, William B. Tyler, Sven R. Silburn, Stephen R. Zubrick
Gender, Culture And Intervention: Exploring Differences Between Aboriginal And Non-Aboriginal Children’S Responses To An Early Intervention Programme, Gary W. Robinson, William B. Tyler, Sven R. Silburn, Stephen R. Zubrick
Aboriginal Policy Research Consortium International (APRCi)
Evaluation of a group parenting programme in the Northern Territory of Australia showed significant differences in benefits for Aboriginal and non-Aboriginal boys and girls. The analysis considers whether boys and girls from different cultural backgrounds present with different problems; whether parental expectations for boys and girls differ and whether the intervention activates different responses in different settings. Conclusions suggest that there is a need to closely examine the ‘cultural logic’ of interventions, the appropriateness of their assumptions about child development and hypothesised mechanisms of change in different settings.
Situating The ‘Beyond’: Adventure- Learning And Indigenous Cultural Competence, Barbara Hill, Jane Mills
Situating The ‘Beyond’: Adventure- Learning And Indigenous Cultural Competence, Barbara Hill, Jane Mills
Aboriginal Policy Research Consortium International (APRCi)
In 2010, an Indigenous Elder from the Wiradjuri nation and a group of academics from Charles Sturt University travelled to Menindee, a small locality on the edge of the Australian outback. They were embarked upon an ‘adventure-learning’ research journey to study ways of learning by creating a community of practice with an Elder from the Ngyampa/Barkandji nation. This article first explores the implications of this innovative approach to transformative learning for profes- sional development and for teaching and learning practice. It then reflects on the significance of location for pedagogic approaches aimed at closing the education gap between Aboriginal and …
Indigenous Studies In All Schools, Grace Sarra
Indigenous Studies In All Schools, Grace Sarra
Aboriginal Policy Research Consortium International (APRCi)
Cherbourg State School is approximately 300 km northwest of Brisbane. It is situated in an Aboriginal community at Cherbourg with approximately 250 students. At the Cherbourg State School, the aim was to generate good academic outcomes for all students from kindergarten to Year 7 and to nurture a strong and positive sense of what it means to be Aboriginal in today’s society. In this paper, I will discuss modernism and postmodernism in indigenous studies and how this has impacted on the design and development of the Indigenous Studies Programme at the Cherbourg State School. The programme was designed to provide …
Both Ways Strong: Using Digital Games To Engage Aboriginal Learners, Robyn Jorgensen, Tom Lowrie
Both Ways Strong: Using Digital Games To Engage Aboriginal Learners, Robyn Jorgensen, Tom Lowrie
Aboriginal Policy Research Consortium International (APRCi)
Engaging Aboriginal learners in the school curriculum can be quite a challenge given issues of cultural and linguistic differences. Even more so, these differences can be expanded when the students are in their adolescence. Creating learning environments that engage learners, while providing deep learning opportunities, is one of the biggest challenges for teachers in remote communities. This paper reports on a reform initiative that centred on the use of a digital game, Guitar Heroes, in a remote Aboriginal school. It was found that the digital media provided teachers with opportunities for new learning spaces and resulted in additional unintended learning …
A Child Welfare Course For Aboriginal And Non- Aboriginal Students: Pedagogical And Technical Challenges, Jacquie Rice-Green, Gary C. Dumbrill
A Child Welfare Course For Aboriginal And Non- Aboriginal Students: Pedagogical And Technical Challenges, Jacquie Rice-Green, Gary C. Dumbrill
Aboriginal Policy Research Consortium International (APRCi)
This chapter describes the development of a Web-based undergraduate child welfare course for Aboriginal and non-Aboriginal learners. Rather than simply incorporate an Aboriginal perspective into Eurocentric pedagogies and course structures, the authors disrupt the dominance of Western ways of knowing in education by designing the course to situate Western knowledge as a way of knowing rather than the way of knowing and the frame from which all other perspectives are understood. In this research the authors describe the differences between Aboriginal and European thought and reveal how Web-based courses can be designed in ways that do not perpetuate Eurocentrism.
Miscommunication Between Aboriginal Students And Their Non- Aboriginal Teachers In A Bilingual School, Anne Lowell, Brian Devlin
Miscommunication Between Aboriginal Students And Their Non- Aboriginal Teachers In A Bilingual School, Anne Lowell, Brian Devlin
Aboriginal Policy Research Consortium International (APRCi)
A crucial question in cross-cultural education is how to bridge the cultural and linguis- tic differences between home and school so that a child’s identity can be supported without limiting his or her chances of academic success (Eades, 1991). Various models of bilingual education have been implemented in Aboriginal communities in the Northern Territory of Australia but the implementation of such programmes is often far from ideal. In the school where this ethnographic study was conducted, miscom- munication between Aboriginal students and their non-Aboriginal teachers was found to be commonplace. Even by late primary school, children often did not comprehend …