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  • Book
  • © 2012

Indigenous Education

A Learning Journey for Teachers, Schools and Communities

Editors:

  1. Nina Burridge

    1. University of Technology, Sydney, Australia

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    You can also search for this editor in PubMed   Google Scholar

  2. Frances Whalan

    1. New South Wales Department of Education and Training, Australia

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    You can also search for this editor in PubMed   Google Scholar

  3. Karen Vaughan

    1. University of Technology, Sydney, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: Transgressions (TRANS, volume 86)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xii
    PDF

    1. Aboriginal Education Policy Contexts and Learning Pathways

      • Nina Burridge, Frances Whalan, Karen Vaughan
      Pages 1-7

    1. Front Matter

      Pages 9-9
      PDF

    3. Action Learning Based Professional Development

      • Frances Whalan, Kerin Wood
      Pages 23-32

    4. A Study of Action Learning and Aboriginal Cultural Education

      • Nina Burridge, Andrew Chodkiewicz, Frances Whalan
      Pages 33-46

  4. School Studies

    1. Front Matter

      Pages 47-47
      PDF

    2. Coral Secondary School

      • Stacey Quince
      Pages 49-62

    3. Magenta Secondary School

      • Nina Burridge, Christine Evans
      Pages 63-75

    4. Carmine School

      • Nina Burridge, Christine Evans
      Pages 77-86

    5. Indigo Primary School

      • Christine Evans, Geoffrey Riordan
      Pages 87-101

    6. Teal Primary School

      • Peter Aubusson, Karen Vaughan
      Pages 103-113

    7. Crimson Primary School

      • Suzanne Kenney, Karen Vaughan
      Pages 115-125

    8. Maroon Primary School

      • Karen Vaughan, Peter Aubusson, Heather Edwards
      Pages 127-136

    1. Front Matter

      Pages 137-137
      PDF

    2. The Journey Continues

      • Nina Burridge, Andrew Chodkiewicz
      Pages 139-154

  6. Back Matter

    Pages 155-163
    PDF
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About this book

Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers’ commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students’ learning outcomes. The school studies come from different demographic regions in New South Wales, Australia’s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners andmembers of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities.
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Keywords

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Editors and Affiliations

  • University of Technology, Sydney, Australia

    Nina Burridge, Karen Vaughan

  • New South Wales Department of Education and Training, Australia

    Frances Whalan

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Bibliographic Information

  • Book Title: Indigenous Education

  • Book Subtitle: A Learning Journey for Teachers, Schools and Communities

  • Editors: Nina Burridge, Frances Whalan, Karen Vaughan

  • Series Title: Transgressions

  • DOI: https://doi.org/10.1007/978-94-6091-888-9

  • Publisher: SensePublishers Rotterdam

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: SensePublishers 2012

  • eBook ISBN: 978-94-6091-888-9Published: 23 December 2012

  • Series ISSN: 2214-9732

  • Series E-ISSN: 2214-9740

  • Edition Number: 1

  • Number of Pages: XII, 164

  • Topics: Education, general

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Buy it now

eBook USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Other ways to access

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