Sam Osborne, J. Guenther, Sandra Ken, L. King, K. Lester
Nyangatjatjara College is an independent Aboriginal school distributed across three campuses in the southern region of the Northern Territory. Since 2011, the College has conducted student and community surveys to obtain feedback regarding students’ educational experiences and their future aspirations. In 2016 Nyangatjatjara College funded a research project, Centring Anangu voices in Anangu education, to look more closely at Anangu educational aspirations to inform the development of a five-year strategic plan. Among other activities, interviewers conducted surveys by listening carefully to Anangu school students and community through sharing first-language narratives. This paper focuses on the most commonly discussed aspiration of students, their families and communities, namely, that school should enable young people to get a job. This finding parallels other research findings (Guenther et al., 2015) and the philosophical underpinnings of “red dirt thinking” on aspiration and success (Osborne & Guenther, 2013). Our examination of the data suggests that the theme of “work” is intertwined with aspects of the local community context. The paper concludes with an analysis of existing school-to-work transitions and opportunities, with suggestions for strengthening local participation in employment initiatives across the tri-state region at the intersection of the Northern Territory, South Australia and Western Australia.
Nyangatjatjara学院是一所独立的土著学校，分布在北领地南部地区的三个校区。自2011年起，书院进行学生及社区调查，收集学生的教育经历及对未来的期望。2016年，Nyangatjatjara学院资助了一项研究项目，将阿南古人的声音集中在阿南古人的教育中，以更密切地了解阿南古人的教育愿望，为制定五年战略计划提供信息。在其他活动中，采访者通过分享第一语言叙述，仔细倾听阿南古学校学生和社区进行调查。本文关注的是学生、他们的家庭和社区最常讨论的愿望，即学校应该让年轻人找到工作。这一发现与其他研究结果(Guenther et al.， 2015)以及关于抱负和成功的“红土思维”的哲学基础(Osborne & Guenther, 2013)相似。我们对数据的研究表明，“工作”的主题与当地社区背景的各个方面交织在一起。论文最后分析了现有的从学校到工作的转变和机会，并提出了在北领地、南澳大利亚和西澳大利亚州交界处的三州地区加强当地参与就业倡议的建议。
{"title":"Centring Anangu voices on work: A contextualised response to red dirt thinking","authors":"Sam Osborne, J. Guenther, Sandra Ken, L. King, K. Lester","doi":"10.55146/ajie.v51i2.37","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.37","url":null,"abstract":"Nyangatjatjara College is an independent Aboriginal school distributed across three campuses in the southern region of the Northern Territory. Since 2011, the College has conducted student and community surveys to obtain feedback regarding students’ educational experiences and their future aspirations. In 2016 Nyangatjatjara College funded a research project, Centring Anangu voices in Anangu education, to look more closely at Anangu educational aspirations to inform the development of a five-year strategic plan. Among other activities, interviewers conducted surveys by listening carefully to Anangu school students and community through sharing first-language narratives. This paper focuses on the most commonly discussed aspiration of students, their families and communities, namely, that school should enable young people to get a job. This finding parallels other research findings (Guenther et al., 2015) and the philosophical underpinnings of “red dirt thinking” on aspiration and success (Osborne & Guenther, 2013). Our examination of the data suggests that the theme of “work” is intertwined with aspects of the local community context. The paper concludes with an analysis of existing school-to-work transitions and opportunities, with suggestions for strengthening local participation in employment initiatives across the tri-state region at the intersection of the Northern Territory, South Australia and Western Australia.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42395227","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}
A. Denston, Rachel Martin, Mel Taite-Pitama, Awhina Green, Reece Gough, G. Gillon
In this article we discuss teachers’ perceptions and experiences of a collaborative case study to adapt a literacy approach originally designed for an Aotearoa New Zealand English-medium context. The approach was adapted to meet the needs of learners in a school offering differing levels of bilingual education. Our collaboration included a facilitating researcher, supported by two researchers at a University (of Ngāi Tahu, Kati Mamoe, and Waitaha descent) and two classroom teachers of Māori descent from a small rural Māori community in Aotearoa New Zealand. We report findings from qualitative data collected from the two classroom teachers as part of the research process, analysed using a wānanga approach. Findings suggested that developing a linguistically and culturally responsive literacy approach to foster emergent bilingual language development required Kaupapa Māori approaches. These included ako (acknowledging the experiences and knowledge of the teacher and learner within shared learning experiences), the development of trust and quality relationships between the teachers and the facilitating researcher, and the ability of teachers to be agentic when implementing the approach. Teachers viewed responsiveness to culture and language as integral to developing an emergent bilingual literacy approach for children, which underpinned connections between teachers, children, and families.
{"title":"Teacher experiences and perceptions related to developing a culturally and linguistically responsive emergent bilingual literacy program in Aotearoa New Zealand: A collaborative case study","authors":"A. Denston, Rachel Martin, Mel Taite-Pitama, Awhina Green, Reece Gough, G. Gillon","doi":"10.55146/ajie.v51i2.17","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.17","url":null,"abstract":"In this article we discuss teachers’ perceptions and experiences of a collaborative case study to adapt a literacy approach originally designed for an Aotearoa New Zealand English-medium context. The approach was adapted to meet the needs of learners in a school offering differing levels of bilingual education. Our collaboration included a facilitating researcher, supported by two researchers at a University (of Ngāi Tahu, Kati Mamoe, and Waitaha descent) and two classroom teachers of Māori descent from a small rural Māori community in Aotearoa New Zealand. We report findings from qualitative data collected from the two classroom teachers as part of the research process, analysed using a wānanga approach. Findings suggested that developing a linguistically and culturally responsive literacy approach to foster emergent bilingual language development required Kaupapa Māori approaches. These included ako (acknowledging the experiences and knowledge of the teacher and learner within shared learning experiences), the development of trust and quality relationships between the teachers and the facilitating researcher, and the ability of teachers to be agentic when implementing the approach. Teachers viewed responsiveness to culture and language as integral to developing an emergent bilingual literacy approach for children, which underpinned connections between teachers, children, and families.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41401665","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 educational rationale behind the inclusion of Indigenous knowledges and perspectives in early education and care services in Australia is grounded in effective engagement and support of Indigenous families. Additionally, this inclusion aims to promote non-Indigenous understanding and recognition of Indigenous peoples, with a view to strengthening reconciliation and improving outcomes for Indigenous children. However, a lack of confidence and capacity of a largely non-Indigenous early childhood educator cohort has resulted in either the absence or misrepresentation of Indigenous knowledges and/or perspectives. This paper presents research that identifies Indigenous peoples as the owners and experts of Indigenous knowledges and perspectives. Employing a qualitative approach from within an Indigenous methodological framework, the research engaged the expertise of Indigenous educators to identify and recruit additional research participants. From this research, it is clear that specific characteristics related to knowledge, experience and understanding position Indigenous educators as the most valuable and capable leaders in the inclusion of Indigenous knowledges and perspectives in early education and care settings.
{"title":"Asking the experts: Indigenous educators as leaders in early education and care settings in Australia","authors":"M. Locke","doi":"10.55146/ajie.v51i2.12","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.12","url":null,"abstract":"The educational rationale behind the inclusion of Indigenous knowledges and perspectives in early education and care services in Australia is grounded in effective engagement and support of Indigenous families. Additionally, this inclusion aims to promote non-Indigenous understanding and recognition of Indigenous peoples, with a view to strengthening reconciliation and improving outcomes for Indigenous children. However, a lack of confidence and capacity of a largely non-Indigenous early childhood educator cohort has resulted in either the absence or misrepresentation of Indigenous knowledges and/or perspectives. This paper presents research that identifies Indigenous peoples as the owners and experts of Indigenous knowledges and perspectives. Employing a qualitative approach from within an Indigenous methodological framework, the research engaged the expertise of Indigenous educators to identify and recruit additional research participants. From this research, it is clear that specific characteristics related to knowledge, experience and understanding position Indigenous educators as the most valuable and capable leaders in the inclusion of Indigenous knowledges and perspectives in early education and care settings.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44443380","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}
J. Gibbs, Y. Paradies, Graham Gee, Nicholas Haslam
Racism pervasively impacts the lives of Aboriginal and Torres Strait Islander peoples and is a substantial barrier to accessing, engaging and succeeding within secondary education. Cultural resilience and support have been identified as critical to Aboriginal success within racist institutions. However, research examining experiences of racism and cultural resilience among Aboriginal tertiary students is limited. This study explored the relationship between racism, cultural resilience, and educational engagement and academic outcomes in a sample of these students (N = 63). We proposed that higher perceived racism would be associated with lower engagement and academic outcomes. The study also developed a new measure of Aboriginal tertiary students’ experience of racism during their studies, which demonstrated good reliability and validity. Experiencing racism was associated with perceiving a less supportive learning environment, and with lower learning outcomes, developmental outcomes and overall student satisfaction.
{"title":"The effects of Aboriginal tertiary students' perceived experiences of racism and of cultural resilience on educational engagement","authors":"J. Gibbs, Y. Paradies, Graham Gee, Nicholas Haslam","doi":"10.55146/ajie.v51i2.27","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.27","url":null,"abstract":"Racism pervasively impacts the lives of Aboriginal and Torres Strait Islander peoples and is a substantial barrier to accessing, engaging and succeeding within secondary education. Cultural resilience and support have been identified as critical to Aboriginal success within racist institutions. However, research examining experiences of racism and cultural resilience among Aboriginal tertiary students is limited. This study explored the relationship between racism, cultural resilience, and educational engagement and academic outcomes in a sample of these students (N = 63). We proposed that higher perceived racism would be associated with lower engagement and academic outcomes. The study also developed a new measure of Aboriginal tertiary students’ experience of racism during their studies, which demonstrated good reliability and validity. Experiencing racism was associated with perceiving a less supportive learning environment, and with lower learning outcomes, developmental outcomes and overall student satisfaction.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42728550","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 research aimed to explore the conversations between Aboriginal children and their educators in early childhood contexts. The research particularly focused on the relevance of these conversations for developing children’s identity. Participants were Aboriginal and non-Aboriginal children and educators, who participated in conversations in early childhood education and care (ECEC) contexts. Qualitative analysis of 26 interactions was conducted using an Indigenist approach. Analysis revealed a broad range of topics that were discussed in the interactions, with an overarching theme of social interaction and communication. Within this umbrella theme, educators focused on skill development and scaffolding children’s interactions and communication. This research highlights how educators in the ECEC context focus on developing children’s identity and skills through social interactions. Aboriginal educators integrated their cultural knowledge and experiences to develop Aboriginal children’s skills and scaffold their communication, in preparation for transition into a mainstream formal education system.
{"title":"Cultural connections in early childhood: Learning through conversations between educators and children","authors":"Gwendalyn Webb","doi":"10.55146/ajie.v51i2.43","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.43","url":null,"abstract":"This research aimed to explore the conversations between Aboriginal children and their educators in early childhood contexts. The research particularly focused on the relevance of these conversations for developing children’s identity. Participants were Aboriginal and non-Aboriginal children and educators, who participated in conversations in early childhood education and care (ECEC) contexts. Qualitative analysis of 26 interactions was conducted using an Indigenist approach. Analysis revealed a broad range of topics that were discussed in the interactions, with an overarching theme of social interaction and communication. Within this umbrella theme, educators focused on skill development and scaffolding children’s interactions and communication. This research highlights how educators in the ECEC context focus on developing children’s identity and skills through social interactions. Aboriginal educators integrated their cultural knowledge and experiences to develop Aboriginal children’s skills and scaffold their communication, in preparation for transition into a mainstream formal education system.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43484200","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}
Terry Moore, Eliani Boton, C. Street, Rosemary Gundjarranbuy, E. Maypilama
It is generally accepted by researchers, policy-makers and practitioners that progress in Indigenous education depends on working in partnership with Indigenous people, and that programs and services are best provided in partnership. The 2014–2016 Whole of Community Engagement initiative built a partnership of non-Indigenous researchers with researchers, teachers, education leaders and elders from six remote Northern Territory Aboriginal communities. In this paper we describe the features that led us to characterise the initiative and the remote community and school context as intercultural and complex. The former included methodology, staffing, meeting procedure and interpersonal communication, negotiation of meaning and decision-making. On the basis of this approach, we found that intercultural complexity was strongly evident in schooling in Galiwin’ku, Elcho Island, North East Arnhem Land, which was the community most closely studied by the authors. The paper contributes to the recognition of intercultural complexity in remote Aboriginal schooling, and the potential benefit that its recognition can have for educational outcomes in those contexts.
{"title":"The Whole of Community Engagement initiative: Interculturality in remote Aboriginal education","authors":"Terry Moore, Eliani Boton, C. Street, Rosemary Gundjarranbuy, E. Maypilama","doi":"10.55146/ajie.v51i2.38","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.38","url":null,"abstract":"It is generally accepted by researchers, policy-makers and practitioners that progress in Indigenous education depends on working in partnership with Indigenous people, and that programs and services are best provided in partnership. The 2014–2016 Whole of Community Engagement initiative built a partnership of non-Indigenous researchers with researchers, teachers, education leaders and elders from six remote Northern Territory Aboriginal communities. In this paper we describe the features that led us to characterise the initiative and the remote community and school context as intercultural and complex. The former included methodology, staffing, meeting procedure and interpersonal communication, negotiation of meaning and decision-making. On the basis of this approach, we found that intercultural complexity was strongly evident in schooling in Galiwin’ku, Elcho Island, North East Arnhem Land, which was the community most closely studied by the authors. The paper contributes to the recognition of intercultural complexity in remote Aboriginal schooling, and the potential benefit that its recognition can have for educational outcomes in those contexts.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46319285","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 examines the experiences of two non-Indigenous academics in a regional Australian university who taught/coordinated a first-year course, Introduction to Indigenous Australia (SCS130). Drawing on our own experiences, we explore the implications and contentious nature of non-Indigenous academics teaching Indigenous Studies and align this discussion with structural critique. As non-Indigenous academics, some argue that it is culturally disrespectful and pedagogically problematic for us to deliver this course. We consider that the work of embedding Indigenous perspectives should not be relegated solely the responsibility of Indigenous academics, and that our teaching contributes to reconciliation and begins to fill a significant gap in awareness and understanding among Australian students in higher education. The course SCS130 aims to introduce students to Indigenous perspectives through narratives, film, documentaries, academic and non-academic texts, biography and art. The objective of the course is to engage students with the complexity of colonisation and its ramifications for constructions of individual and national identities. Student survey qualitative data is used to provide an analysis of the course and to illustrate the conflict between our pedagogic practice, student expectations and the structural impediments to our decolonising teaching aims.
{"title":"Teaching Australian Indigenous Studies: Non-Indigenous academics negotiating structural impediments in a regional context","authors":"Genine A. Hook, Nikki Jessen","doi":"10.55146/ajie.v51i2.23","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.23","url":null,"abstract":"This paper examines the experiences of two non-Indigenous academics in a regional Australian university who taught/coordinated a first-year course, Introduction to Indigenous Australia (SCS130). Drawing on our own experiences, we explore the implications and contentious nature of non-Indigenous academics teaching Indigenous Studies and align this discussion with structural critique. As non-Indigenous academics, some argue that it is culturally disrespectful and pedagogically problematic for us to deliver this course. We consider that the work of embedding Indigenous perspectives should not be relegated solely the responsibility of Indigenous academics, and that our teaching contributes to reconciliation and begins to fill a significant gap in awareness and understanding among Australian students in higher education. The course SCS130 aims to introduce students to Indigenous perspectives through narratives, film, documentaries, academic and non-academic texts, biography and art. The objective of the course is to engage students with the complexity of colonisation and its ramifications for constructions of individual and national identities. Student survey qualitative data is used to provide an analysis of the course and to illustrate the conflict between our pedagogic practice, student expectations and the structural impediments to our decolonising teaching aims.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41252380","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 understandings from indigenous Māori kaumātua (elders both male and female) and whānau (parents and extended family members) from Aotearoa New Zealand. These people live in a close-knit hapū (subtribe) community close to an ancestral meeting space known as their marae. Their marae continues to be essential in the promotion of Māori knowledge, language and ways of being. Kaumātua and whānau recall important cultural understandings and practices from this journey. From growing up largely in te ao Māori (the Māori world) they consider “languaculture”, the inter-relationships between language, identity and culture, as foundational to their future “hope” for collective cultural strength and wellbeing. To renormalise the use of the language of their ancestors, we use many Māori words throughout. These words are italicised and translated the first time they are used.
{"title":"Understanding languaculture from an indigenous Māori worldview","authors":"M. Berryman, Lesley Rameka, Tracey Togo","doi":"10.55146/ajie.v51i2.322","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.322","url":null,"abstract":"This paper presents understandings from indigenous Māori kaumātua (elders both male and female) and whānau (parents and extended family members) from Aotearoa New Zealand. These people live in a close-knit hapū (subtribe) community close to an ancestral meeting space known as their marae. Their marae continues to be essential in the promotion of Māori knowledge, language and ways of being. Kaumātua and whānau recall important cultural understandings and practices from this journey. From growing up largely in te ao Māori (the Māori world) they consider “languaculture”, the inter-relationships between language, identity and culture, as foundational to their future “hope” for collective cultural strength and wellbeing.\u0000To renormalise the use of the language of their ancestors, we use many Māori words throughout. These words are italicised and translated the first time they are used.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46736896","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}
We use a narrative inquiry methodology to consider tensions surrounding Indigenising school mathematics. This research takes place in a Cree bilingual school in a Western Canadian prairie province conducted with three Cree elementary school teachers. We contemplate ways that: Indigenisation and notions of success in education can be Eurocentric; what is sometimes taken-up under the label of Indigenising school mathematics can be a colonial practice that is not actually Indigenising school mathematics in ways that support or coincide with teachers’ cultural identities; Indigenous worldviews are still at risk of Eurocentric colonisation; and Indigenous worldviews are complete and should not be scrutinised by the Eurocentric gaze.
{"title":"Failures Indigenising school mathematics: A narrative inquiry","authors":"S. Stavrou, Melissa S. Murphy","doi":"10.55146/ajie.v51i2.40","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.40","url":null,"abstract":"We use a narrative inquiry methodology to consider tensions surrounding Indigenising school mathematics. This research takes place in a Cree bilingual school in a Western Canadian prairie province conducted with three Cree elementary school teachers. We contemplate ways that: Indigenisation and notions of success in education can be Eurocentric; what is sometimes taken-up under the label of Indigenising school mathematics can be a colonial practice that is not actually Indigenising school mathematics in ways that support or coincide with teachers’ cultural identities; Indigenous worldviews are still at risk of Eurocentric colonisation; and Indigenous worldviews are complete and should not be scrutinised by the Eurocentric gaze.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48737320","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}
Welcome to Volume 51.2 of The Australian Journal of Indigenous Education. This is our second volume since our shift to being an open access journal. We are very pleased that AJIE has recently been accepted into the Directory of Open Access Journals and was awarded the DOAJ Seal for best practice in open access. DOAJ is an extensive index of diverse open access journals internationally and their aim is to increase the visibility, accessibility, reputation, usage and impact of quality, peer-reviewed, open access scholarly research journals globally. We are also excited that since the journal became open access in August 2022 there has been over 20,000 views of whole articles and over 24,000 views of abstracts on our new open access website. This is a larger volume of AJIE than usual, and we thank the authors and reviewers for their contributions. You play a vital role in ensuring the quality of the journal. We would also like to thank Michelle James for her detailed and astute copyediting for the journal. Special thanks to Senior Publications Officer Sonia Nitchell for her continuing work on importing the large AJIE archive onto the new platform. The first suite of articles in this volume focuses on the early childhood context with articles by Locke and Webb providing us with insights into the inclusion of Indigenous knowledges and perspectives in early education and care settings in the first paper and how Aboriginal educators integrated their cultural knowledge and experiences to develop Aboriginal children’s skills in the second. In a South Saami context, Kroik explores preschool teachers’ identity as linguistic role models by means of analysing their own descriptions of language learning. In Canada, Schroeder et al. demonstrate the importance of making curricula relevant to Indigenous children by including content that is culturally relevant and developmentally appropriate. The interrelationships between language, identity and culture from Māori kaumātua (elders both male and female) and whānau (parents and extended family members) from Aotearoa (New Zealand) is explored by Berryman et al. The second suite of papers take us into the context of schools. Johnson and Flückiger explore the important role for Aboriginal Education Workers in remote Australian communities, while Goodall et al. draw on student and teacher memories of the early days of Indigenous-controlled adult education provider Tranby Aboriginal Co-operative Ltd. The paper by Guenther et al. analyses My School data for Very Remote Aboriginal schools, showing how the Remote School Attendance Strategy school attendance results compare with similar non-Remote School Attendance Strategy schools. Their findings raise ethical and accountability concerns about the Remote School Attendance Strategy, which they argue lacks evidence of attendance improvement, and which potentially causes harm. Whitau et al. also examine school attendance but in relation to Western Australian Aboriginal you
{"title":"Editorial","authors":"B. Fredericks, M. Nakata, Katelyn Barney","doi":"10.55146/ajie.v51i2.624","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.624","url":null,"abstract":"Welcome to Volume 51.2 of The Australian Journal of Indigenous Education. This is our second volume since our shift to being an open access journal. We are very pleased that AJIE has recently been accepted into the Directory of Open Access Journals and was awarded the DOAJ Seal for best practice in open access. DOAJ is an extensive index of diverse open access journals internationally and their aim is to increase the visibility, accessibility, reputation, usage and impact of quality, peer-reviewed, open access scholarly research journals globally. We are also excited that since the journal became open access in August 2022 there has been over 20,000 views of whole articles and over 24,000 views of abstracts on our new open access website. \u0000This is a larger volume of AJIE than usual, and we thank the authors and reviewers for their contributions. You play a vital role in ensuring the quality of the journal. We would also like to thank Michelle James for her detailed and astute copyediting for the journal. Special thanks to Senior Publications Officer Sonia Nitchell for her continuing work on importing the large AJIE archive onto the new platform. \u0000The first suite of articles in this volume focuses on the early childhood context with articles by Locke and Webb providing us with insights into the inclusion of Indigenous knowledges and perspectives in early education and care settings in the first paper and how Aboriginal educators integrated their cultural knowledge and experiences to develop Aboriginal children’s skills in the second. In a South Saami context, Kroik explores preschool teachers’ identity as linguistic role models by means of analysing their own descriptions of language learning. In Canada, Schroeder et al. demonstrate the importance of making curricula relevant to Indigenous children by including content that is culturally relevant and developmentally appropriate. The interrelationships between language, identity and culture from Māori kaumātua (elders both male and female) and whānau (parents and extended family members) from Aotearoa (New Zealand) is explored by Berryman et al. \u0000The second suite of papers take us into the context of schools. Johnson and Flückiger explore the important role for Aboriginal Education Workers in remote Australian communities, while Goodall et al. draw on student and teacher memories of the early days of Indigenous-controlled adult education provider Tranby Aboriginal Co-operative Ltd. The paper by Guenther et al. analyses My School data for Very Remote Aboriginal schools, showing how the Remote School Attendance Strategy school attendance results compare with similar non-Remote School Attendance Strategy schools. Their findings raise ethical and accountability concerns about the Remote School Attendance Strategy, which they argue lacks evidence of attendance improvement, and which potentially causes harm. Whitau et al. also examine school attendance but in relation to Western Australian Aboriginal you","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43914367","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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