Calling teachers to respond to Aboriginal and Torres Strait Islander students' requests for pedagogical change
connecting learning to student’s lives, with special emphasis on those
cultural/
community
elements
that affirm local culture/community
ensuring learning in classrooms that is not just centred on a teacher’s
contribution
adjusting teacher
communication patterns to ‘undertalk’ rather than ‘overtalk’
communicating caring to students through actions such as high
expectations, encouragement,
challenge, and time spent
with each student
explicit attention to supporting students in
navigating theliteracy and
numeracy nuance of ‘schooling'
PROJECT INTRODUCTION
Seeking a Pedagogy of Difference: What Aboriginal
Students and Their Parents in North Queensland
Say About Teaching and Their Learning
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Seeking a Pedagogy of Difference: What Aboriginal
Students and Their Parents in North Queensland
Say About Teaching and Their Learning
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I'm a paragraph. Click here to add your own text and edit me. I’m a great place for you to tell a story and let your users know a little more about you.
connecting learning to student’s lives, with special emphasis on those
cultural/
community
elements
that affirm local culture/community
ensuring learning in classrooms that is not just centred on a teacher’s
contribution
adjusting teacher
communication patterns to ‘undertalk’ rather than ‘overtalk’
communicating caring to students through actions such as high
expectations, encouragement,
challenge, and time spent
with each student
explicit attention to supporting students in
navigating theliteracy and
numeracy nuance of ‘schooling'
Heading
Paragraph.
ensuring learning in classrooms that is not just centred on a teacher’s
contribution
explicit attention to supporting students in
navigating theliteracy and
numeracy nuance of ‘schooling'
connecting learning to student’s lives, with special emphasis on those
cultural/
community
elements
that affirm local culture/community
communicating caring to students through actions such as high
expectations, encouragement,
challenge, and time spent
with each student
adjusting teacher
communication patterns to ‘undertalk’ rather than ‘overtalk’