Indigenous voices: reimagining Indigenous education through a discourse of excellence

Marnee Shay, Jodie Miller, Suraiya Hameed, Danielle Armour
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Abstract

The persistent deficit positioning of Indigenous students has meant that the combined terms ‘Indigenous education’ and ‘excellence in education’ have been kept separate in mainstream discourse. Excellence in education is an under-theorised concept that must consider intercultural and diverse perspectives. Consequently, this paper aims to understand excellence in education through Indigenous peoples’ perspectives regarding how excellence in Indigenous education is (or could be) enacted in schools. This paper reports on findings from a pilot study with Indigenous community members, principals, teachers, and support staff. The research aimed to address the question: How do Indigenous education practitioners define excellence in Indigenous education? This qualitative study used appreciative inquiry, which allowed for an in-depth understanding of the phenomenon and multiple contextual and localised examples from everyday community members, educational practitioners, and leaders. The data show that employing a language underpinned by strengths can change the conversation, expectations, and aspirations in Indigenous education, as framing through excellence may shift the ideology of policy and, thus, the interpretation of enactment in Indigenous education.

原住民的声音:通过卓越论述重新构想原住民教育
土著学生的定位长期处于劣势,这意味着 "土著教育 "和 "卓越教育 "这两个词在主流话语中一直是分开的。卓越教育是一个理论化程度不高的概念,必须考虑跨文化和多元化的视角。因此,本文旨在从土著人民的视角来理解卓越教育,即土著教育如何(或可以)在学校中实施。本文报告了与土著社区成员、校长、教师和辅助人员共同开展的一项试点研究的结果。研究旨在解决以下问题土著教育从业人员如何定义土著教育中的卓越?这项定性研究采用了欣赏式探究方法,从而能够深入了解现象,并从日常社区成员、教育从业者和领导者那里获得多种背景和本地化实例。数据显示,使用以优势为基础的语言可以改变土著教育中的对话、期望和愿望,因为通过卓越来构建框架可能会改变政策的意识形态,从而改变土著教育中对颁布政策的解释。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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