For many remote Aboriginal Australian students, periods of time during their secondary education are spent living away from home at a boarding school. While financial, political and community support is burgeoning for boarding models that provide scholarships, sports programs or accommodation for Aboriginal and Torres Strait Islander students, very little academic research or evidence exists that examines the experiences of students post-boarding. This paper forms part of a broader doctoral research study, but specifically focuses on how past students, families and communities from remote South Australia view the outcomes of boarding. Using a Grounded theory design, thematic analysis of 32 semi-structured interviews with past students, families and community members led to the identification of three main themes: connections (early exits), community (re-engaging in education), and context (employment in remote communities). Findings indicated that outcomes are not linear nor easily defined. Developing a theory of change was recommended as a future approach to help families, students and remote schools to clearly define goals and measures of success for each student, recognising a range of interpretations and conceptions of ‘success’, and adapting these goals as necessary.
{"title":"Connections, community and context: The importance of post-boarding school pathways and re-engagement for remote Aboriginal students","authors":"T. Benveniste, J. Guenther, L. King, D. Dawson","doi":"10.55146/ajie.2022.48","DOIUrl":"https://doi.org/10.55146/ajie.2022.48","url":null,"abstract":"For many remote Aboriginal Australian students, periods of time during their secondary education are spent living away from home at a boarding school. While financial, political and community support is burgeoning for boarding models that provide scholarships, sports programs or accommodation for Aboriginal and Torres Strait Islander students, very little academic research or evidence exists that examines the experiences of students post-boarding. This paper forms part of a broader doctoral research study, but specifically focuses on how past students, families and communities from remote South Australia view the outcomes of boarding. Using a Grounded theory design, thematic analysis of 32 semi-structured interviews with past students, families and community members led to the identification of three main themes: connections (early exits), community (re-engaging in education), and context (employment in remote communities). Findings indicated that outcomes are not linear nor easily defined. Developing a theory of change was recommended as a future approach to help families, students and remote schools to clearly define goals and measures of success for each student, recognising a range of interpretations and conceptions of ‘success’, and adapting these goals as necessary.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70993897","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}
With less than 100 registered Indigenous accountants in Australia compared to an estimated 200,000 non-Indigenous people in the field, there is serious underrepresentation of the Indigenous population in the profession. There are many imperatives for increasing the number of Aboriginal people in accounting, but the barriers that individuals face before or upon entering the field are formidable. Therefore, the development of enabling programs in higher education is essential. The objective of this research is to develop a curriculum for the Indigenous Pre-Accounting Enabling Program at Charles Darwin University (CDU) in Darwin, Australia that is culturally empowering, breaks down the barriers for entering university, motivates Indigenous students to study accounting, links students to Indigenous professionals, offer gateways into the industry, and establishes a community of Indigenous students online and on campus. The novelty of the program is its early involvement of Indigenous accountants as role models as well as Indigenous corporations, regulators of Indigenous businesses (such as the Office of the Registrar of Indigenous Corporations) and accreditation bodies such as the Chartered Professional Accountants and Chartered Accountants.
{"title":"Counting on Indigenous accountants: Collaborative curriculum development for an Indigenous pre-accounting enabling program","authors":"Guzyal Hill, A. Wegner, David Low","doi":"10.55146/ajie.2022.16","DOIUrl":"https://doi.org/10.55146/ajie.2022.16","url":null,"abstract":"With less than 100 registered Indigenous accountants in Australia compared to an estimated 200,000 non-Indigenous people in the field, there is serious underrepresentation of the Indigenous population in the profession. There are many imperatives for increasing the number of Aboriginal people in accounting, but the barriers that individuals face before or upon entering the field are formidable. Therefore, the development of enabling programs in higher education is essential. The objective of this research is to develop a curriculum for the Indigenous Pre-Accounting Enabling Program at Charles Darwin University (CDU) in Darwin, Australia that is culturally empowering, breaks down the barriers for entering university, motivates Indigenous students to study accounting, links students to Indigenous professionals, offer gateways into the industry, and establishes a community of Indigenous students online and on campus. The novelty of the program is its early involvement of Indigenous accountants as role models as well as Indigenous corporations, regulators of Indigenous businesses (such as the Office of the Registrar of Indigenous Corporations) and accreditation bodies such as the Chartered Professional Accountants and Chartered Accountants.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46421600","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}
Yaqona (kava) is a culturally significant, non-alcoholic drink consumed nightly by many Fijians. Although yaqona is not consumed by primary or secondary school students, cultural protocols related to yaqona preparation and presentation are often taught in their schools, with students then presenting this indigenous drink to acknowledge visitors to the school, open events and support fundraisers. In the early 2000s, some within the Fiji Ministry of Education began questioning whether yaqona use by teachers was negatively impacting their teaching ability, suggesting it should be banned from the school campus. In this study, Fijian teachers were cognitively tested and interviewed following an evening of yaqona consumption with the results suggesting this indigenous substance can disrupt cognition and in turn negatively impact teaching quality the morning after consumption. Although development theory prescribes prohibition and situational bans in cases where indigenous substances negatively impact productivity, the author argues that prohibiting yaqona in Fijian schools would be short-sighted as the findings show that this traditional substance is critical to the facilitation of school function, identity formation and academic achievement, all elements necessary to development.
{"title":"Yaqona (kava) and the school campus: Regulation versus facilitation","authors":"Apo Aporosa","doi":"10.55146/ajie.2022.6","DOIUrl":"https://doi.org/10.55146/ajie.2022.6","url":null,"abstract":"Yaqona (kava) is a culturally significant, non-alcoholic drink consumed nightly by many Fijians. Although yaqona is not consumed by primary or secondary school students, cultural protocols related to yaqona preparation and presentation are often taught in their schools, with students then presenting this indigenous drink to acknowledge visitors to the school, open events and support fundraisers. In the early 2000s, some within the Fiji Ministry of Education began questioning whether yaqona use by teachers was negatively impacting their teaching ability, suggesting it should be banned from the school campus. In this study, Fijian teachers were cognitively tested and interviewed following an evening of yaqona consumption with the results suggesting this indigenous substance can disrupt cognition and in turn negatively impact teaching quality the morning after consumption. Although development theory prescribes prohibition and situational bans in cases where indigenous substances negatively impact productivity, the author argues that prohibiting yaqona in Fijian schools would be short-sighted as the findings show that this traditional substance is critical to the facilitation of school function, identity formation and academic achievement, all elements necessary to development.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47897243","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}
Pre-university bridging programs can address the significant under-representation of Indigenous students in Australian universities by providing culturally supported alternative pathways into undergraduate study. However, successful completion of bridging programs does not always correlate with university enrolment for Indigenous students. This paper offers a pedagogical rationale for an Indigenous bridging program that aims to address this discrepancy. The program curriculum challenges deficit myths about Aboriginal and Torres Strait Islander Australians and education, while developing foundational academic skills for university study. Leveraging Transformative Learning and Cultural Interface theories, the program aims to empower students with the opportunity to develop their own narratives about Indigeneity and university, free from deficit stereotypes. Since implementation of this myth-busting pedagogy, Indigenous student records indicate marked improvement in bridging program pass rates and in transitions into undergraduate study. Additionally, enrolments into Science, Technology, Engineering and Maths (STEM) tripled. Students’ weekly reflections, collected over seven iterations of the course, suggest that the transformative pedagogy developed students’ self-awareness, self-efficacy, self-confidence and sense of belonging at university.
{"title":"Myth-busting in an Aboriginal pre-university bridging program: Embedding transformative learning pedagogy","authors":"R. Bennett, K. Strehlow, Braden Hill","doi":"10.55146/ajie.2022.24","DOIUrl":"https://doi.org/10.55146/ajie.2022.24","url":null,"abstract":"Pre-university bridging programs can address the significant under-representation of Indigenous students in Australian universities by providing culturally supported alternative pathways into undergraduate study. However, successful completion of bridging programs does not always correlate with university enrolment for Indigenous students. This paper offers a pedagogical rationale for an Indigenous bridging program that aims to address this discrepancy. The program curriculum challenges deficit myths about Aboriginal and Torres Strait Islander Australians and education, while developing foundational academic skills for university study. Leveraging Transformative Learning and Cultural Interface theories, the program aims to empower students with the opportunity to develop their own narratives about Indigeneity and university, free from deficit stereotypes. Since implementation of this myth-busting pedagogy, Indigenous student records indicate marked improvement in bridging program pass rates and in transitions into undergraduate study. Additionally, enrolments into Science, Technology, Engineering and Maths (STEM) tripled. Students’ weekly reflections, collected over seven iterations of the course, suggest that the transformative pedagogy developed students’ self-awareness, self-efficacy, self-confidence and sense of belonging at university.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44685637","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 successful learning model was adopted in a middle years' school in regional Australia, where Aboriginal artists are employed to work with students in a mentoring capacity creating original artworks and imparting knowledge of cultural heritage, symbols and techniques. ePortfolio thinking through reflective narratives was added to the art making/learning process assisting students to establish a sense of possible self, both cultural and future thinking. Described here is school-based applied research where the learning model emerged as researchers collected qualitative data to measure the impact of webpages (the ePortfolio) to the art making. Data include interviews with key stakeholders, classroom observations, student art works/stories, and webpages accompanying the culminating exhibition. Results showed that student engagement improved and cultural awareness was raised. Implications for pedagogy and practice include transferring the model to music, dance, media arts.
{"title":"An arts-based learning model: Synergies of artist mentorship, ePortfolio and discovering ‘possible self’","authors":"J. Rowley, Jennifer Munday","doi":"10.55146/ajie.2022.30","DOIUrl":"https://doi.org/10.55146/ajie.2022.30","url":null,"abstract":"A successful learning model was adopted in a middle years' school in regional Australia, where Aboriginal artists are employed to work with students in a mentoring capacity creating original artworks and imparting knowledge of cultural heritage, symbols and techniques. ePortfolio thinking through reflective narratives was added to the art making/learning process assisting students to establish a sense of possible self, both cultural and future thinking. Described here is school-based applied research where the learning model emerged as researchers collected qualitative data to measure the impact of webpages (the ePortfolio) to the art making. Data include interviews with key stakeholders, classroom observations, student art works/stories, and webpages accompanying the culminating exhibition. Results showed that student engagement improved and cultural awareness was raised. Implications for pedagogy and practice include transferring the model to music, dance, media arts.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43130115","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}
In New Zealand, limited research has been conducted in alternative-education learning environments and yet some of our most vulnerable students are referred to them by their secondary schools. Since 2000, alternative education has been available for students identified as being behaviourally challenging or are habitual truants. This paper reports on a study that examined the perspectives of Māori adolescents, their experiences of secondary schooling, and the affect that these experiences had on their self-efficacy. Importantly, it undertook a culturally responsive methodology. The study gained insights into the reasons behind the disproportionately high number of Māori students being referred to alternative education, and the key elements influencing the loss of connection with their schooling experience. In considering implications for teacher practice, the study identified ways in which teachers can create “connectedness” and therefore improve self-efficacy for these students.
{"title":"What can we learn from alternative education in creating connectedness with Indigenous priority learners?","authors":"K. Lemon, Nigel Calder","doi":"10.55146/ajie.2022.29","DOIUrl":"https://doi.org/10.55146/ajie.2022.29","url":null,"abstract":"In New Zealand, limited research has been conducted in alternative-education learning environments and yet some of our most vulnerable students are referred to them by their secondary schools. Since 2000, alternative education has been available for students identified as being behaviourally challenging or are habitual truants. This paper reports on a study that examined the perspectives of Māori adolescents, their experiences of secondary schooling, and the affect that these experiences had on their self-efficacy. Importantly, it undertook a culturally responsive methodology. The study gained insights into the reasons behind the disproportionately high number of Māori students being referred to alternative education, and the key elements influencing the loss of connection with their schooling experience. In considering implications for teacher practice, the study identified ways in which teachers can create “connectedness” and therefore improve self-efficacy for these students.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47751327","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}
Indigenous academics are a minority within the academy, with the disparity between Indigenous and non-Indigenous academics, staffing, and student numbers well established. A growing body of literature examines the motivations of Indigenous peoples who enroll and complete University degrees, however a dearth of literature examines the journeys and motivations of those who choose to be academics. A review of papers largely produced by Indigenous academics highlights that though a paucity of literature directly centers their motivation in undertaking their initial studies or joining the academy; legacy, family and community motivations appear regularly, though often mentioned in incidental, backgrounded or de-centered ways. Drawing upon existing literature, interviews with 17 Indigenous academic women, and Indigenous Research Methodologies, this article foregrounds and centers consideration of legacy motivations for academic women’s professional work, and initial journey into higher education study. It argues the implications of academic engagement for Indigenous women, in so-called Australia, include wider influences, impacts and outcomes for their immediate familial, extended kinship and broader Indigenous community groups. It posits that these are not secondary or incidental, but primary motivations and shaping influences on Indigenous women's academics careers and how they should be understood, valued and supported by institutions.
{"title":"First In Family, First For Family: Indigenous academic women's legacy motivation","authors":"Amy Thunig","doi":"10.55146/ajie.2022.49","DOIUrl":"https://doi.org/10.55146/ajie.2022.49","url":null,"abstract":"Indigenous academics are a minority within the academy, with the disparity between Indigenous and non-Indigenous academics, staffing, and student numbers well established. A growing body of literature examines the motivations of Indigenous peoples who enroll and complete University degrees, however a dearth of literature examines the journeys and motivations of those who choose to be academics. A review of papers largely produced by Indigenous academics highlights that though a paucity of literature directly centers their motivation in undertaking their initial studies or joining the academy; legacy, family and community motivations appear regularly, though often mentioned in incidental, backgrounded or de-centered ways. Drawing upon existing literature, interviews with 17 Indigenous academic women, and Indigenous Research Methodologies, this article foregrounds and centers consideration of legacy motivations for academic women’s professional work, and initial journey into higher education study. It argues the implications of academic engagement for Indigenous women, in so-called Australia, include wider influences, impacts and outcomes for their immediate familial, extended kinship and broader Indigenous community groups. It posits that these are not secondary or incidental, but primary motivations and shaping influences on Indigenous women's academics careers and how they should be understood, valued and supported by institutions.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48203043","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}
S. Wooltorton, J. Guenther, Judith Wilks, Anna Dwyer
Our past shapes our present. However, do Australian universities understand the ways historical discourses continue to shape them? Provoked by the findings of our empirical study implemented in Western Australia’s Kimberley region in 2018-2019, we conducted a critical text analysis of recent and past policies to seek historical explanation. As a research team, we noted a demand on behalf of Aboriginal activists to shift from the discourse of ‘problem’ to ‘nationhood’, during the first launch of the Aboriginal flag at the Aboriginal Tent Embassy in 1972. However, in our study we observed the ‘problem’ vocabulary lives on, impacting remote Aboriginal tertiary education through its deficit discourse and ‘gap language’. In this paper, we show how the future for remote Aboriginal tertiary education sits within our everyday narratives and explanations. It is to recognise Aboriginal knowledges, strengths, contribution and experience, or remain trapped by the deficit discourses of a colonial era. A strengths-based discourse acknowledges that Aboriginal people living in remote communities have the capacity, knowledge and ‘know-how’ to engage with tertiary education in culturally secure ways. Remote Aboriginal tertiary education could show the way to genuine socio-political transformation in Australia; and the Kimberley could lead this process.
{"title":"Aboriginal Nation: A strong Kimberley tertiary education narrative","authors":"S. Wooltorton, J. Guenther, Judith Wilks, Anna Dwyer","doi":"10.55146/ajie.2022.45","DOIUrl":"https://doi.org/10.55146/ajie.2022.45","url":null,"abstract":"Our past shapes our present. However, do Australian universities understand the ways historical discourses continue to shape them? Provoked by the findings of our empirical study implemented in Western Australia’s Kimberley region in 2018-2019, we conducted a critical text analysis of recent and past policies to seek historical explanation. As a research team, we noted a demand on behalf of Aboriginal activists to shift from the discourse of ‘problem’ to ‘nationhood’, during the first launch of the Aboriginal flag at the Aboriginal Tent Embassy in 1972. However, in our study we observed the ‘problem’ vocabulary lives on, impacting remote Aboriginal tertiary education through its deficit discourse and ‘gap language’. In this paper, we show how the future for remote Aboriginal tertiary education sits within our everyday narratives and explanations. It is to recognise Aboriginal knowledges, strengths, contribution and experience, or remain trapped by the deficit discourses of a colonial era. A strengths-based discourse acknowledges that Aboriginal people living in remote communities have the capacity, knowledge and ‘know-how’ to engage with tertiary education in culturally secure ways. Remote Aboriginal tertiary education could show the way to genuine socio-political transformation in Australia; and the Kimberley could lead this process.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43915885","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}
Currently, educational bodies are recognising the importance of integrating Australian Indigenous cultures in education to promote intercultural understanding and improve outcomes for Indigenous students. In drama, learning about Indigenous perspectives can be integrated through sharing cultural stories, with this integration mandated by the Australian curriculum. However, teachers are struggling to achieve this directive due to a lack of knowledge in Indigenous content and concerns surrounding permission and cultural appropriation. This qualitative study used a focus group interview to determine non-Indigenous pre-service drama teachers' perceptions about integrating Indigenous perspectives in their praxis. Inductive analysis of the data revealed participants strongly believed in the importance of embedding Indigenous perspectives yet felt apprehensive due to a range of challenges, including a lack of adequate training. These challenges and the participants' recommendations provide compelling evidence for initial teacher education to specifically embed learning experiences in Indigenous theatre and to provide opportunities for pre-service drama teachers to collaborate with Indigenous communities. The significance of this research points to the importance for pre-service drama teachers to be given tools to ensure that their praxis breaks the generational cycle of insufficient teaching of Indigenous perspectives in Australian schools, a cycle that has disadvantaged Indigenous children since colonisation.
{"title":"Integrating Indigenous perspectives in the drama class: Pre-service teachers' perceptions and attitudes","authors":"Elizabeth Williams, J. Morris","doi":"10.55146/ajie.2022.26","DOIUrl":"https://doi.org/10.55146/ajie.2022.26","url":null,"abstract":"Currently, educational bodies are recognising the importance of integrating Australian Indigenous cultures in education to promote intercultural understanding and improve outcomes for Indigenous students. In drama, learning about Indigenous perspectives can be integrated through sharing cultural stories, with this integration mandated by the Australian curriculum. However, teachers are struggling to achieve this directive due to a lack of knowledge in Indigenous content and concerns surrounding permission and cultural appropriation. This qualitative study used a focus group interview to determine non-Indigenous pre-service drama teachers' perceptions about integrating Indigenous perspectives in their praxis. Inductive analysis of the data revealed participants strongly believed in the importance of embedding Indigenous perspectives yet felt apprehensive due to a range of challenges, including a lack of adequate training. These challenges and the participants' recommendations provide compelling evidence for initial teacher education to specifically embed learning experiences in Indigenous theatre and to provide opportunities for pre-service drama teachers to collaborate with Indigenous communities. The significance of this research points to the importance for pre-service drama teachers to be given tools to ensure that their praxis breaks the generational cycle of insufficient teaching of Indigenous perspectives in Australian schools, a cycle that has disadvantaged Indigenous children since colonisation.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42252962","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 article explores the contextualising of local Aboriginal animal stories with the zoology curriculum in Queensland at one independent high school, where students’ learning potential often remains untapped. Contextualisation, encompasses heritage, cultural knowledge, country and Linnaean zoology taxonomy to form a culturally responsive pedagogy that supports students’ learning and pride in their heritage. To illustrate how students can learn in culturally responsive ways, a sinuous path encompassing six phases for collecting local faunal stories was necessary, prior to delivering the Linnaean zoology taxonomy. Elders’ animal stories were documented and then contextualised into classificatory materials to integrate local faunal knowledge. Drawing on an Indigenist Research Framework including storytelling, talking circles, interviewing and Action Research methodology, transcribing, retranscribing and restorying was used to explore the effect of a culturally responsive approach on students’ culture, and knowledge of local fauna. Findings indicated that the local animal stories became the foundation for the development of a First Classification of Animal Kingdom chart from the non-Aboriginal animal knowledge tradition which tapped into students’ learning potential through elders’ stories about local culture. Real-life storytelling on country is preferable as such contexts provide meaningful learning for students, rather than in decontextualised classroom spaces.
{"title":"Contextualising Aboriginal faunal stories with the Linnaean taxonomy: Culturally responsive pedagogy in zoology","authors":"Joël Rioux, Bronwyn Ewing","doi":"10.55146/ajie.2022.7","DOIUrl":"https://doi.org/10.55146/ajie.2022.7","url":null,"abstract":"This article explores the contextualising of local Aboriginal animal stories with the zoology curriculum in Queensland at one independent high school, where students’ learning potential often remains untapped. Contextualisation, encompasses heritage, cultural knowledge, country and Linnaean zoology taxonomy to form a culturally responsive pedagogy that supports students’ learning and pride in their heritage. To illustrate how students can learn in culturally responsive ways, a sinuous path encompassing six phases for collecting local faunal stories was necessary, prior to delivering the Linnaean zoology taxonomy. Elders’ animal stories were documented and then contextualised into classificatory materials to integrate local faunal knowledge. Drawing on an Indigenist Research Framework including storytelling, talking circles, interviewing and Action Research methodology, transcribing, retranscribing and restorying was used to explore the effect of a culturally responsive approach on students’ culture, and knowledge of local fauna. Findings indicated that the local animal stories became the foundation for the development of a First Classification of Animal Kingdom chart from the non-Aboriginal animal knowledge tradition which tapped into students’ learning potential through elders’ stories about local culture. Real-life storytelling on country is preferable as such contexts provide meaningful learning for students, rather than in decontextualised classroom spaces.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49405633","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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