Aboriginal pedagogies at the cultural interface

摘要: This research project investigates two questions and proposes answers. The first question asks how teachers can engage with Aboriginal knowledge. proposed solution involves applying a reconciling theory of Cultural Interface to staff development. second use knowledge productively in schools. lies the application processes rather than content, specifically pedagogies. In investigating these participants sought incorporate authentic perspectives curriculum ways that increased intellectual rigour supported mainstream academic success for learners. I propose this outcome is currently blocked by an oppositional framing western systems, caused shallow perceptions Indigenous as being limited token cultural items. tokenism serves only highlight difference marginalise thought. issues be addressed introducing working multiple systems focusing on meta-knowledge, particularly native pedagogy. So dual aims thesis are demonstrate embrace deeper through processes, integrated into daily classroom practice. problem explored communities their schools across Western New South Wales, Australia. A tool integrating common-ground pedagogies worldviews has been developed incorporated regional education strategy part study. Participating engaged training activities, planning days trials, then reported activities via wiki, email, informal interviews. results work speak meet Wales Department Education Training’s mandate incorporating (DET, 2009). The principle grounds Interface, dynamic overlap between previously defined dichotomous incompatible. pedagogy framework used drawn from local language, stories experiences literature about learning. combined best available models region, diverse determining teaching learning methods methodology employed was standpoint process auto ethnography. resulted named ‘Research Business’ grounded purposes study metaphorical traditional carving processes. sections also organised around process: 1. Place, Story, Protocol Wood 2. Bringing Tools 3. Rough Cutting 4. Carving Shape 5. Grinding 6. Smoothing The figure below represents visually some actions occur within process, using photographs taken during my took place project. [Image] Figure 1: Visual representation process The practical goal production, products placed community ownership, benefit. Those have found effective tools engaging students, successful These support claim when deep there more similarities differences culturally approach facilitates school-community dialogue cooperation, well opportunities student engagement improved outcomes. This characterised imperative ‘walk talk’. Thus content meaning reflected form. text ongoing negotiation at Parts written Indigenised genres voice, parts westernised voice. However, each contains aspects other well. For example, metalanguage structures sometimes appear oral-style sections. Similarly, writing, imparting influence structure. explain, reference justify concept detail moment it introduced often eclipsed protocol incrementally stages ‘right moment’ immediately. Sometimes important items repeated several times, they concepts require repetition different levels understanding. gesture shown me old man described three times thesis. kind spiralling familiar personally highly way learning, does not seem too far removed one non-Aboriginal supervisors’ instructions writing – “Tell ‘em what you’re going tell ‘em. Then you told ‘em.” As such, style attempt reconcile mirroring integrative ethic itself. During research, Law Woman things need reveal our higher knowledge, but it, bring awareness depth capacity intellect. So share much possible knowing act researching reporting. produced/revealed is, all bodies entity its own spirit. It appears serpent winding series objects club, boomerangs, spear, shield nine stones. There pattern serpent’s head mirrored shield. [Image] Figure 2: shield The shape powerful metaphor based formed circles. systems. paramount Dreaming spark creation events, both past present. hope Law, which may many cultures, reform. will allow genuine ideas like ‘partnership’ ‘walking together’. shows structure total non-verbal triangular represent field done analysis work. If translate entire diagram labelled English, looks this: [Image] Figure 3: diagram This verbal concepts, print. translates linear sequence (based process). centred represented middle diagram, solutions those problems contained rings outside, lot space given inducting reader before addressing specifically. answers synergy balance, outlined great detail. ethnography precedence, making transparent transformative journey offering example productive education. intent show primary secondary schooling, tertiary