The importance of including Aboriginal and Torres Strait Islander histories and cultures in mainstream education is highlighted in the current Australian Curriculum. Through inclusion as a cross curricular priority, policy makers and authors of the curriculum aim to address two needs. First, to ensure that Aboriginal and Torres Strait Islander students see their cultural identity and knowledge reflected in their school experiences; and second, that all students can engage in reconciliation, respect and recognition of the world’s oldest continuous living culture (ACARA, 2014). These aims are addressed across states and territories through their branding of the curriculum, often with an emphasis on Aboriginal and Torres Strait Islander perspectives for the various learning areas (ACARA, 2014). How these curriculum aims are translated into classroom practice and educational opportunities is as diverse as Aboriginal and Torres Strait Islander cultures, histories and perspectives across Australia. Aboriginal and Torres Strait Islander cultures and histories fall clearly within the domain of the Humanities and Social Sciences (HaSS) curriculum, which has a historic and contemporary focus to the study of human behaviour and interaction of social, cultural, environmental, economic and political context (ACARA, 2014). The focus of the following paper is on integrating Aboriginal and Torres Strait Islander histories and cultures and HaSS education as outlined in the Australian curriculum in the context of a remote community in the Northern Territory (NT) of Australia called Nauiyu. Walking and talking The context for writing the paper is the Growing Our Own project where the authors have worked together to learn and teach HaSS education within an Indigenous cultural context. In the process, both authors had roles as teachers and learners due to their different cultural backgrounds, experiences and perspectives. Author 1 was a lecturer and Author 2 was a pre-service teacher. Ultimately, Author 2 gained HaSS curriculum and pedagogical knowledge that enabled her to effectively design and develop successful learning experiences for Indigenous students. Author 1 gained insight into the culture and history of Nauiyu and also received guidance on integrating Aboriginal and Torres Strait Islander histories and cultures into units for pre-service teachers in a respectful and authentic way. In keeping with this shared learning, the writing of the paper followed the authors in a journey around Nauiyu as they talked about working together on the HaSS unit. It started with a walk close to the banks of the Daly River. It was a dry season day in Nauiyu and we were retracing our steps along the banks of the Daly River. On our last walk here, one of us had been student and the other teacher; this time we were coauthors discussing the importance of two ways learning. 107 Learning Communities | Special Issue: Growing Our Own: Indigenous Education on Country | Number 25 – Dec
{"title":"Beyond perspectives: Integrating local Indigenous knowledge/s into humanities and social science education","authors":"Janice Crerar, Melanie Mullins","doi":"10.18793/lcj2019.25.10","DOIUrl":"https://doi.org/10.18793/lcj2019.25.10","url":null,"abstract":"The importance of including Aboriginal and Torres Strait Islander histories and cultures in mainstream education is highlighted in the current Australian Curriculum. Through inclusion as a cross curricular priority, policy makers and authors of the curriculum aim to address two needs. First, to ensure that Aboriginal and Torres Strait Islander students see their cultural identity and knowledge reflected in their school experiences; and second, that all students can engage in reconciliation, respect and recognition of the world’s oldest continuous living culture (ACARA, 2014). These aims are addressed across states and territories through their branding of the curriculum, often with an emphasis on Aboriginal and Torres Strait Islander perspectives for the various learning areas (ACARA, 2014). How these curriculum aims are translated into classroom practice and educational opportunities is as diverse as Aboriginal and Torres Strait Islander cultures, histories and perspectives across Australia. Aboriginal and Torres Strait Islander cultures and histories fall clearly within the domain of the Humanities and Social Sciences (HaSS) curriculum, which has a historic and contemporary focus to the study of human behaviour and interaction of social, cultural, environmental, economic and political context (ACARA, 2014). The focus of the following paper is on integrating Aboriginal and Torres Strait Islander histories and cultures and HaSS education as outlined in the Australian curriculum in the context of a remote community in the Northern Territory (NT) of Australia called Nauiyu. Walking and talking The context for writing the paper is the Growing Our Own project where the authors have worked together to learn and teach HaSS education within an Indigenous cultural context. In the process, both authors had roles as teachers and learners due to their different cultural backgrounds, experiences and perspectives. Author 1 was a lecturer and Author 2 was a pre-service teacher. Ultimately, Author 2 gained HaSS curriculum and pedagogical knowledge that enabled her to effectively design and develop successful learning experiences for Indigenous students. Author 1 gained insight into the culture and history of Nauiyu and also received guidance on integrating Aboriginal and Torres Strait Islander histories and cultures into units for pre-service teachers in a respectful and authentic way. In keeping with this shared learning, the writing of the paper followed the authors in a journey around Nauiyu as they talked about working together on the HaSS unit. It started with a walk close to the banks of the Daly River. It was a dry season day in Nauiyu and we were retracing our steps along the banks of the Daly River. On our last walk here, one of us had been student and the other teacher; this time we were coauthors discussing the importance of two ways learning. 107 Learning Communities | Special Issue: Growing Our Own: Indigenous Education on Country | Number 25 – Dec","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"58 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82653277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Claudette Bunduck, J. Crerar, Geraldine Dorward, Ben van Gelderen
{"title":"Historical perspectives: Murrinh ku thepini pumpanpunmat (Nemarluk)","authors":"Claudette Bunduck, J. Crerar, Geraldine Dorward, Ben van Gelderen","doi":"10.18793/lcj2019.25.06","DOIUrl":"https://doi.org/10.18793/lcj2019.25.06","url":null,"abstract":"","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"37 1","pages":"66-70"},"PeriodicalIF":1.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83277500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper tracks the pedagogical genealogy that informs the delivery of the Growing Our Own program: longstanding and continuous commitment to Indigenous education from the Catholic sector, navigations to include bilingual education, and the articulation of both-ways learning and red dirt pedagogy. This mapping is interspersed with some poetic signposts, from an undergraduate participant and the author, as artefacts that illustrate enactment and embodiment this approach to teacher education: how the undergraduate participants can be empowered by the program, and how teaching in the program demands reflective, reflexive and perhaps transformative practices by the lecturers.
{"title":"The red dirt stays in your shoes: Reflective practice and both-ways learning","authors":"S. Smith","doi":"10.18793/lcj2019.25.04","DOIUrl":"https://doi.org/10.18793/lcj2019.25.04","url":null,"abstract":"This paper tracks the pedagogical genealogy that informs the delivery of the Growing Our Own program: longstanding and continuous commitment to Indigenous education from the Catholic sector, navigations to include bilingual education, and the articulation of both-ways learning and red dirt pedagogy. This mapping is interspersed with some poetic signposts, from an undergraduate participant and the author, as artefacts that illustrate enactment and embodiment this approach to teacher education: how the undergraduate participants can be empowered by the program, and how teaching in the program demands reflective, reflexive and perhaps transformative practices by the lecturers.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"29 1","pages":"36-43"},"PeriodicalIF":1.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75214585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Supriya Mathew, Deepika Mathur, Elizabeth Mcdonald, A. Chang, R. Gerritsen
Remote arid Australian towns already experience high summer temperature and are projected to have warmer future temperatures due to climatic changes. It is also home to many Indigenous women who prefer an outdoor lifestyle and have poor perinatal outcomes. Quantitative analysis of preterm birth and temperature data indicated higher risks to preterm births among Indigenous women in central Australia. This paper aims to report midwives’ observations on the effects of hot weather on poor perinatal outcomes in a central Australian town. Semi-structured interviews were conducted with 12 registered midwives providing perinatal services to families in central Australia. The interview responses were coded and classified against the major themes. None of the midwives perceived any direct relationship between heat exposure and preterm birth, but reported increased incidences of dehydration, exhaustion, discomfort and requests for induction among pregnant women which were often treated before further complications. A quarter of the respondents also mentioned that Indigenous pregnant women do not complain, even when symptoms of heat stress are evident. Quantitative analysis of perinatal and temperature data indicated increased risks to preterm births, but did not provide information on discomfort, dehydration, exhaustion or more requests to be induced. The study also shows that it is important for midwives and health practitioners to be culturally-sensitive to the fact that certain population groups tend not to complain, even if they are experiencing symptoms of heat stress. This research highlights the importance of cultural training for midwives and their role in alerting pregnant women to take precautionary measures during summer periods. Introduction Poor perinatal outcomes such as stillbirths (baby born with no signs of life at or after 28 weeks’ gestation) and preterm births (births before completing 37 weeks of gestation) often lead to economic costs and stress on families (Trasande et al., 2016; Ten Hoope-Bender et al., 2016; Petrou et al., 2001). Pre-term 1 Corresponding author 99 Learning Communities | Number 24 – October 2019 births were one of the leading causes of death among children under the age of 5 years (WHO, 2016a). Globally, for every 1000 births, around 18 babies were still born in 2015 (WHO, 2016b). Preterm infants are likely to experience short and long term health problems and even permanent disability (Petrou et al., 2001; Wen et al., 2004; Soilly et al., 2014). Despite improved antenatal programs and access to technology to monitor pregnancy, the incidence of poor pregnancy outcomes such as preterm births have risen globally in the past two decades (Blencowe et al., 2012). While preterm births are highest in low income countries (Beck et al., 2010), such risks are also quite high among Indigenous populations in high income countries such as Australia, Canada and the United States (Shah et al., 2011; Heaman et al., 2005). In Austral
， 2018)和热浪(Wang et al.， 2013)，并发现早产风险增加。在干旱的澳大利亚进行的另一项研究表明，在怀孕的最后3周内，由于暴露于极端最高温度(bbb41°C)，早产的风险显著增加(Mathew et al.， 2017)。环境风险因素，如暴露于极端高温及其对围产期结果的影响，在澳大利亚尚未得到充分研究。所有现有的澳大利亚研究探索热暴露和围产期结局之间的关系使用医院水平的健康记录数据。这些研究没有收集基于地点的数据，也没有探索温度暴露对脱水或疲劳等不太严重的热相关健康症状的影响。本文重点关注与Mathew等人(2017)相同的地理区域，旨在通过助产士对炎热天气对围产期预后不良影响的观察，进一步探讨这一问题。具体来说，本文探讨了以下研究问题:在澳大利亚中部城镇的孕妇中观察到的高温影响是什么?造成这种影响的因素有哪些?观察到的影响对特定人群是否有所不同?
{"title":"Midwife observations on the impact of hot weather on poor perinatal outcomes in central Australia: a qualitative study","authors":"Supriya Mathew, Deepika Mathur, Elizabeth Mcdonald, A. Chang, R. Gerritsen","doi":"10.18793/lcj2019.24.07","DOIUrl":"https://doi.org/10.18793/lcj2019.24.07","url":null,"abstract":"Remote arid Australian towns already experience high summer temperature and are projected to have warmer future temperatures due to climatic changes. It is also home to many Indigenous women who prefer an outdoor lifestyle and have poor perinatal outcomes. Quantitative analysis of preterm birth and temperature data indicated higher risks to preterm births among Indigenous women in central Australia. This paper aims to report midwives’ observations on the effects of hot weather on poor perinatal outcomes in a central Australian town. Semi-structured interviews were conducted with 12 registered midwives providing perinatal services to families in central Australia. The interview responses were coded and classified against the major themes. None of the midwives perceived any direct relationship between heat exposure and preterm birth, but reported increased incidences of dehydration, exhaustion, discomfort and requests for induction among pregnant women which were often treated before further complications. A quarter of the respondents also mentioned that Indigenous pregnant women do not complain, even when symptoms of heat stress are evident. Quantitative analysis of perinatal and temperature data indicated increased risks to preterm births, but did not provide information on discomfort, dehydration, exhaustion or more requests to be induced. The study also shows that it is important for midwives and health practitioners to be culturally-sensitive to the fact that certain population groups tend not to complain, even if they are experiencing symptoms of heat stress. This research highlights the importance of cultural training for midwives and their role in alerting pregnant women to take precautionary measures during summer periods. Introduction Poor perinatal outcomes such as stillbirths (baby born with no signs of life at or after 28 weeks’ gestation) and preterm births (births before completing 37 weeks of gestation) often lead to economic costs and stress on families (Trasande et al., 2016; Ten Hoope-Bender et al., 2016; Petrou et al., 2001). Pre-term 1 Corresponding author 99 Learning Communities | Number 24 – October 2019 births were one of the leading causes of death among children under the age of 5 years (WHO, 2016a). Globally, for every 1000 births, around 18 babies were still born in 2015 (WHO, 2016b). Preterm infants are likely to experience short and long term health problems and even permanent disability (Petrou et al., 2001; Wen et al., 2004; Soilly et al., 2014). Despite improved antenatal programs and access to technology to monitor pregnancy, the incidence of poor pregnancy outcomes such as preterm births have risen globally in the past two decades (Blencowe et al., 2012). While preterm births are highest in low income countries (Beck et al., 2010), such risks are also quite high among Indigenous populations in high income countries such as Australia, Canada and the United States (Shah et al., 2011; Heaman et al., 2005). In Austral","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"207 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76467678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rationales and related programs for delivering vocational education and training to Indigenous Australians have seen significant change over the past 40 years, with several influential reviews marking policy pivot points along the way. Commencing with the 1960s Martin Review, the implementation by governments of selected recommendations have led to structural reforms and the creation of public policy instruments to monitor, regulate and control access to vocational training. These activities have heavily impacted Australian First Nations people for whom certificate level qualifications are disproportionally the highest level of post-school education held. In the ‘thin’ markets of regional Australia, in particular, the authors of this paper argue that the changing priorities in training policy have systematically perpetuated inequity of access to, and benefit from vocational education and training, contrary to the original conception of a national post-secondary technical and further education system for Australia. Marketisation of the training sector and the transfer of funding responsibility from the public purse to the individual student/worker have produced low rates of employment and high training attrition rates for First Nations people. We argue that this arises from a fundamental shift in the meaning of equity itself. Culminating in today’s implementation of training under the Indigenous Advancement Strategy explores how the refusal of self-determination, unscrupulous practices, limited choice and culturally inappropriate training continues to reinforce the nation’s persistent failure to close the gap in Indigenous wellbeing.
{"title":"The changing balances of equity, control and market choice in the Indigenous vocational education and training sector","authors":"A. Stephens, Don Zoellner","doi":"10.18793/LCJ2019.24.02","DOIUrl":"https://doi.org/10.18793/LCJ2019.24.02","url":null,"abstract":"The rationales and related programs for delivering vocational education and training to Indigenous Australians have seen significant change over the past 40 years, with several influential reviews marking policy pivot points along the way. Commencing with the 1960s Martin Review, the implementation by governments of selected recommendations have led to structural reforms and the creation of public policy instruments to monitor, regulate and control access to vocational training. These activities have heavily impacted Australian First Nations people for whom certificate level qualifications are disproportionally the highest level of post-school education held. In the ‘thin’ markets of regional Australia, in particular, the authors of this paper argue that the changing priorities in training policy have systematically perpetuated inequity of access to, and benefit from vocational education and training, contrary to the original conception of a national post-secondary technical and further education system for Australia. Marketisation of the training sector and the transfer of funding responsibility from the public purse to the individual student/worker have produced low rates of employment and high training attrition rates for First Nations people. We argue that this arises from a fundamental shift in the meaning of equity itself. Culminating in today’s implementation of training under the Indigenous Advancement Strategy explores how the refusal of self-determination, unscrupulous practices, limited choice and culturally inappropriate training continues to reinforce the nation’s persistent failure to close the gap in Indigenous wellbeing.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"10 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78932154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents an analysis of ‘Indigenous perspectives’ as presented by 150 pre-service teachers of science education. They were presented with an open ended task that required them to choose a concept or topic in school science, and then incorporate their understanding of an Indigenous perspective relative to their chosen science concept. The demonstration of their science concept Indigenous perspective used network visualisation: concept maps or mind maps. Here the connections between Western science knowledge, Indigenous knowledge and knowledge application elements of the visualisations represented student constructed understandings or perceptions. The concept maps and mind maps were analysed in a staged process. Firstly, grouping of visualisations based on concept representations to uncover themes, and then using Network Theory, each theme was statistically analysed, concluding in an ‘all’ concept meta-analysis. This analysis was undertaken to mathematically developed models of concepts links. The analysis demonstrated six overlapping and interrelated areas of Western school science themes: seasons and weather, astronomy, plants, animals, use of natural resources, and ecology. The network analysis presented a complex web of interrelated knowledge constructs. This complex web of interrelated knowledge was within and across the six themes. Such findings indicate an Indigenous perspective is a relational construct inclusive of Western science knowledge, Indigenous knowledge and knowledge application. It also reflected the place-based nature of Indigenous knowledge. This study presents an Indigenous perspective as a complex web of interrelated Western school science and Indigenous knowledges. Such complex representations provide the possibility for a reconceptualisation of Australian science curriculum where science education is an interrelated human endeavour interacting with the natural world and where two worldviews coexist with one informing the other.
{"title":"Towards an understanding of Indigenous perspectives through the eyes of pre-service science education students","authors":"Gregory Smith, M. Michie","doi":"10.18793/lcj2019.24.03","DOIUrl":"https://doi.org/10.18793/lcj2019.24.03","url":null,"abstract":"This paper presents an analysis of ‘Indigenous perspectives’ as presented by 150 pre-service teachers of science education. They were presented with an open ended task that required them to choose a concept or topic in school science, and then incorporate their understanding of an Indigenous perspective relative to their chosen science concept. The demonstration of their science concept Indigenous perspective used network visualisation: concept maps or mind maps. Here the connections between Western science knowledge, Indigenous knowledge and knowledge application elements of the visualisations represented student constructed understandings or perceptions. The concept maps and mind maps were analysed in a staged process. Firstly, grouping of visualisations based on concept representations to uncover themes, and then using Network Theory, each theme was statistically analysed, concluding in an ‘all’ concept meta-analysis. This analysis was undertaken to mathematically developed models of concepts links. The analysis demonstrated six overlapping and interrelated areas of Western school science themes: seasons and weather, astronomy, plants, animals, use of natural resources, and ecology. The network analysis presented a complex web of interrelated knowledge constructs. This complex web of interrelated knowledge was within and across the six themes. Such findings indicate an Indigenous perspective is a relational construct inclusive of Western science knowledge, Indigenous knowledge and knowledge application. It also reflected the place-based nature of Indigenous knowledge. This study presents an Indigenous perspective as a complex web of interrelated Western school science and Indigenous knowledges. Such complex representations provide the possibility for a reconceptualisation of Australian science curriculum where science education is an interrelated human endeavour interacting with the natural world and where two worldviews coexist with one informing the other.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"69 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82793141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ben van Gelderen, Kathy Guthadjaka, L. Ford, James Bukulatjpi, C. Ford, Emily Ford, Bettina Danganbarr, Pawinee Yuhun, R. Wallace
• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.
{"title":"Warramiri Yolŋu cosmology: an introduction","authors":"Ben van Gelderen, Kathy Guthadjaka, L. Ford, James Bukulatjpi, C. Ford, Emily Ford, Bettina Danganbarr, Pawinee Yuhun, R. Wallace","doi":"10.18793/lcj2019.24.05","DOIUrl":"https://doi.org/10.18793/lcj2019.24.05","url":null,"abstract":"• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"21 1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73203217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is aimed at deconstructing the complexities involved in the process of ‘special’ education policymaking in New South Wales (NSW) with a focus on departmental challenges and the dynamics of external influences. Rather than full inclusion, the NSW government has maintained a strong policy position endorsing a continuum of support services to achieve middle ground among differential parental demands. The multiple dilemmas circle around dissimilar views and preferences of various stakeholders, consequentially giving rise to a rich hybrid of ‘special’ education discourses in NSW evolving from integration, inclusion to diversity. The Australian government has persistently supported school marketization and a strategic performance-based reward system that has widened the social divide instead of mitigating the influence of student’s background on educational outcomes. The cascade of accountability induced by the federal competitive agenda has aligned the NSW Government and its schools to bid for greater academic excellence while inclusion and equity are inadvertently sidelined in policy agenda.
{"title":"Discursive mélange and multiple dilemmas: navigating New South Wales ‘special’ education policymaking","authors":"Jessica Chong","doi":"10.18793/lcj2019.24.06","DOIUrl":"https://doi.org/10.18793/lcj2019.24.06","url":null,"abstract":"The article is aimed at deconstructing the complexities involved in the process of ‘special’ education policymaking in New South Wales (NSW) with a focus on departmental challenges and the dynamics of external influences. Rather than full inclusion, the NSW government has maintained a strong policy position endorsing a continuum of support services to achieve middle ground among differential parental demands. The multiple dilemmas circle around dissimilar views and preferences of various stakeholders, consequentially giving rise to a rich hybrid of ‘special’ education discourses in NSW evolving from integration, inclusion to diversity. The Australian government has persistently supported school marketization and a strategic performance-based reward system that has widened the social divide instead of mitigating the influence of student’s background on educational outcomes. The cascade of accountability induced by the federal competitive agenda has aligned the NSW Government and its schools to bid for greater academic excellence while inclusion and equity are inadvertently sidelined in policy agenda.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"21 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77167709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The expression ‘two-way’ teaching and learning has a long history in the Northern Territory in relation to remote Indigenous education. However, it is not applied with any degree of consistency; the term ‘twoway’ functions as a summary expression for a diverse array of pedagogical approaches. This article presents qualitative research from the remote, Yolŋu ‘homeland’ community at Gäwa in north-east Arnhem Land as Indigenous first-language, case-study data. It also aims to disambiguate ‘two way’ models as current community aspirations are compared with historical policies and applications of ‘twoway’ approaches from across the Northern Territory. These include Indigenous perspectives, Indigenous learning-style, team-teaching, bilingual education, ‘bothways’ education and domain separation.
{"title":"Too many ‘two-ways’? ‘Gäwa is a two-way school’: clarifying approaches to remote Northern Territory Indigenous education","authors":"Ben van Gelderen","doi":"10.18793/lcj2019.24.04","DOIUrl":"https://doi.org/10.18793/lcj2019.24.04","url":null,"abstract":"The expression ‘two-way’ teaching and learning has a long history in the Northern Territory in relation to remote Indigenous education. However, it is not applied with any degree of consistency; the term ‘twoway’ functions as a summary expression for a diverse array of pedagogical approaches. This article presents qualitative research from the remote, Yolŋu ‘homeland’ community at Gäwa in north-east Arnhem Land as Indigenous first-language, case-study data. It also aims to disambiguate ‘two way’ models as current community aspirations are compared with historical policies and applications of ‘twoway’ approaches from across the Northern Territory. These include Indigenous perspectives, Indigenous learning-style, team-teaching, bilingual education, ‘bothways’ education and domain separation.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85750228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lisa Hall, Linda P. Anderson, Fiona Gibson, Mona Kantawara, Barbara Martin, Yamurna Oldfield, Papunya Community, Nyirrpi Community, Ntaria Community, Yuendumu Community
{"title":"“You helped us and now we’re going to all help you”: What we learned about how to do research together","authors":"Lisa Hall, Linda P. Anderson, Fiona Gibson, Mona Kantawara, Barbara Martin, Yamurna Oldfield, Papunya Community, Nyirrpi Community, Ntaria Community, Yuendumu Community","doi":"10.18793/LCJ2018.23.03","DOIUrl":"https://doi.org/10.18793/LCJ2018.23.03","url":null,"abstract":"","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"9 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81656371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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