This document provides invaluable insight into what every teacher wants to know - what works when teaching Indigenous students? To facilitate this, this document seeks to uncover what truly drives our teaching and by knowing this, provide teachers a clear picture of what facilitates, and what gets in the way, of genuinely effective teaching of Indigenous students.
As asserted by Lingard & Keddie (2013) a ‘pedagogy of indifference’ will continue to prevent marginalised students from accessing the cultural capital that is rewarded within mainstream education.
This document seeks to add an additional ‘voice’ to considerations of what ‘effective teaching’ is. It focuses on a voice that, for too long a period of time, has been missing from the discussion. That voice is from the community members of Aboriginal communities in Northern Australia – from the students, parents and other community members themselves.
It is suggested, that if teachers hold deficit views of students and their cultures, they have little awareness of the agency they possess for enabling student learning, especially in drawing upon students funds of knowledge as a scaffold to high-status cultural capital (Lingard, 2013).
The parents here were looking beyond mere academic success to include attention to the whole child, as a culturally located individual.
What respondents were suggesting was not, simply, that the community be more involved in their students’ learning, but, more importantly, that the school reciprocally confirm the participation of the community through students’ learning.
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RESOURCES FOR TEACHERS
What Aboriginal Students & Their Parents in North Queensland Say About Quality Teaching and Teachers
Phase Four: Teacher’s Adjusting Practice and Evaluating the Influence of Adjusted Practice
What is the focus of the project?
Mandate for Catholic Education:
to improve equitable outcomes for its Indigenous students
Catholic Education recognizes that engaging teachers in inclusive curriculum practices is a central focus in its commitment to provide equitable learning outcomes
Can’t be driven by national agendas that overlook practices that are likely able to be voiced by our parents
To find out the teaching practices that best support Aboriginal and Torres Strait Islander students in their learning
We want to find out what/if teacher behaviors as voiced by Aboriginal and Torres Strait Islander students and their communities have effect on learning.
We are seeking a pedagogy of difference
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Teachers use this instrument to reflect on their teaching practice in the context of a culturally responsive pedagogy after completing the online surveys available on this website.
The individual online survey provides a personal Pedagogy of Difference Profile and this resource also provides the key to the survey categories for further self reflection.
Click here on the image above to download the Culturally Responsive Pedagogy (CRP) Instrument for Professional Developmentdocument.
This document lists the items from the culturally responsive survey. Identify the categories and specific behaviours you wish to target in your practice.
Click on here to download the document.