Australian Journal of Indigenous Education最新文献

Exploring Queensland secondary teacher induction training undertaken prior to working with remote Aboriginal and Torres Strait Islander students 探索在与偏远土著和托雷斯海峡岛民学生合作之前进行的昆士兰中学教师入职培训

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2023-07-25 DOI: 10.55146/ajie.v52i1.32

Sindi Morley, T. Benveniste, R. Bainbridge

{"title":"Exploring Queensland secondary teacher induction training undertaken prior to working with remote Aboriginal and Torres Strait Islander students","authors":"Sindi Morley, T. Benveniste, R. Bainbridge","doi":"10.55146/ajie.v52i1.32","DOIUrl":"https://doi.org/10.55146/ajie.v52i1.32","url":null,"abstract":"Aboriginal and Torres Strait Islander communities that are considered remote to metropolitan-dwelling, non-Indigenous Australians experience challenges attracting and retaining qualified teachers. Initial teacher education (ITE) is known to inadequately prepare teachers to engage Indigenous Australian students, however, we understand little about the induction training received by postgraduate secondary teachers prior to commencing work in remote schools with high enrolments of Indigenous students. This exploratory study investigated the relevance of the information provided in pre-service induction training and how this translated into classroom practice. Thirty-four Queensland secondary teachers with experience educating remote Aboriginal and Torres Strait Islander students responded to an online questionnaire investigating four different types of pre-service induction training: cross-cultural awareness, culturally appropriate pedagogy, classroom management, and student social and emotional wellbeing. Thematic analysis of their open-text responses identified three themes: training content, application of training and applicability to Indigenous students. Findings indicated inconstancies in completion rates, content significance and conversion of material into effectual classroom practices. It is suggested that providing community-specific pre-service induction training for Queensland secondary teachers could support them to engage remote Aboriginal and Torres Strait Islander students in learning and may reduce the high frequency of teacher transfers and increase attendance rates of students.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42974960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Te Pā Harakeke: Māori and non-Māori parent (whānau) support of culturally responsive teaching pedagogies Pā Harakeke: Māori和non-Māori家长(whānau)支持文化响应教学法

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2023-07-25 DOI: 10.55146/ajie.v52i1.335

Camilla Highfield, M. Webber, Rachel A Woods

引用次数: 0

First Peoples' perspectives on successful engagement at university: What keeps students coming back to Indigenous education units? 原住民对大学成功参与的看法：是什么让学生回到土著教育单位？

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2023-07-25 DOI: 10.55146/ajie.v52i1.28

Becki Cook, S. Whatman, A. Sammel

{"title":"First Peoples' perspectives on successful engagement at university: What keeps students coming back to Indigenous education units?","authors":"Becki Cook, S. Whatman, A. Sammel","doi":"10.55146/ajie.v52i1.28","DOIUrl":"https://doi.org/10.55146/ajie.v52i1.28","url":null,"abstract":"In this article, we present a case study of the nature of First Peoples’ engagement with the GUMURRII Student Success Unit at Griffith University, Queensland, Australia. Higher education plays a critical role in improving socioeconomic outcomes in First Peoples communities. Recent reports indicate First Peoples are still under-represented at university, with lower participation and higher attrition rates than non-Indigenous students. Previous studies indicate that engagement with Indigenous education units (IEU) improves student progression, retention and success; however, the specific nature of engagement with IEUs from the students’ perspectives has not been widely examined. We address a gap within the literature, seeking to better understand how support services are being contemporarily utilised by First Peoples students. By utilising an Indigenist research design, we offer an interpretation of the lived experiences of First Peoples students to better understand their reasons for engagement with IEUs, and to explore the impact upon their ongoing participation and outcomes in higher education. The findings contribute to broader understandings of the role of IEUs in higher education and illustrate that students engage with them for reasons that extend far beyond traditional tertiary support.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43499006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Indigenous education at university: Stepping into and navigating the classroom 大学土著教育：走进课堂并在课堂上导航

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2023-07-25 DOI: 10.55146/ajie.v52i1.625

Mitchell Rom

引用次数: 0

Tūrou Hawaiki: Morning karakia and waiata as culturally responsive pedagogy 夏威夷的Túrou：Morning karakia和waiata作为文化响应教育学

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2023-07-25 DOI: 10.55146/ajie.v52i1.326

Erani Motu, Maioha Watson, M. Ratima, Te Hurinui Karaka-Clarke, Susannah Ruth Stevens

{"title":"Tūrou Hawaiki: Morning karakia and waiata as culturally responsive pedagogy","authors":"Erani Motu, Maioha Watson, M. Ratima, Te Hurinui Karaka-Clarke, Susannah Ruth Stevens","doi":"10.55146/ajie.v52i1.326","DOIUrl":"https://doi.org/10.55146/ajie.v52i1.326","url":null,"abstract":"This article presents the findings of a qualitative case study on voluntary participation in morning karakia (incantation, prayer) and waiata (song) sessions, led by a group of teacher educators. This study is informed by a selective review of literature from three relevant sources: the impact of music therapy practices, culturally responsive pedagogy, and the normalisation of te reo Māori (Māori language) and tikanga Māori (Māori protocols and customs). This approach to the literature review was necessary given the paucity of research on the impact of indigenous cultural practices such as karakia and waiata in mainstream cultural contexts. Through thematic analysis of a survey questionnaire (N = 65) and semi-structured interviews (n = 9), findings showed that participants experienced an improved sense of wellbeing, an increased feeling of whanaungatanga (relationships and belonging) and greater confidence in engaging with Māori culture. This study could be considered a catalyst for additional research into the practice of daily karakia and waiata in educational or professional contexts to better understand the long-term effects on wellbeing and on cultural competence and confidence.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49190607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Curating a connected community in virtual space: Solomon Islands Research Mentoring Tok Stori 策划虚拟空间中的连接社区:所罗门群岛研究指导Tok story

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2023-07-25 DOI: 10.55146/ajie.v52i1.330

Kabini Sanga, Martyn Reynolds, Ambrose Malefoasi, Irene Paulsen

引用次数: 0

Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people 研究和调整导师制做法，以增强澳大利亚土著年轻人的成功能力

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2023-07-25 DOI: 10.55146/ajie.v52i1.46

Matilda Harry, M. Trudgett, Susan Page, R. Grace

{"title":"Researching and reorienting mentorship practices to empower the success of Indigenous Australian young people","authors":"Matilda Harry, M. Trudgett, Susan Page, R. Grace","doi":"10.55146/ajie.v52i1.46","DOIUrl":"https://doi.org/10.55146/ajie.v52i1.46","url":null,"abstract":"This article discusses mentorship provided to Indigenous Australian secondary school leavers. The authors suggest that although current scholarship in the field is insightful, there is a dearth focussing on mentorship provided during the post-secondary school transitional phase. Also, much literature problematizes Indigenous mentees and is contextually bound to individual programs, singular communities or cohorts. Although governments, industries, communities and further education providers have funded and facilitated many mentorship programs across the nation, little systemic or institutional impact has been made. Current data demonstrates a continuous downward trajectory in the full engagement of Indigenous Australian secondary school leavers, that is, those who are full-time working, studying or both studying and working (Australian Bureau Statistics, 2021; Department of Prime Minister and Cabinet, 2018). This is concerning as the post-secondary school transitional phase is cited as a critical stage for combating or embedding inequities young Indigenous Australians often endure intergenerationally (O’Shea, McMahon, Priestly, Bodkin-Andrews & Harwood, 2016). By centring national and international First Nations scholars the authors argue for reconceptualisations of Indigenous mentee success through Indigenous ontological lenses and reorientations of mentorship frameworks towards approaches which strengthen young peoples’ connections with culture, community, Elders and Country.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49467003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Validation of the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ): Early findings and next steps 多维学生对学校的看法问卷(MSPSQ)的验证:早期发现和下一步

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI: 10.55146/ajie.v51i2.39

M. Macdonald, E. Gringart

{"title":"Validation of the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ): Early findings and next steps","authors":"M. Macdonald, E. Gringart","doi":"10.55146/ajie.v51i2.39","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.39","url":null,"abstract":"Research in Indigenous and non-Indigenous education in Australia over the last two decades has begun to turn towards quantitative methods of understanding various factors affecting student outcomes. The current article presents a new measurement instrument, the Multi-Dimensional Student Perceptions of School Questionnaire (MSPSQ), validated with a moderate-sized sample of secondary students in Western Australia (Indigenous: n = 244; non-Indigenous: n = 258; not stated: n = 34). The MSPSQ aimed to measure student perceptions of select experiences within the family, community and school which may factor in school engagement and beliefs regarding normative education behaviour and likely outcomes. Exploratory factor analysis indicated that the 46 scalar items in the MSPSQ adequately reflected 12 underlying constructs for the given sample. The MSPSQ was found to have robust total internal consistency (α = 0.85), as well as good measures of Cronbach’s alpha (α > 0.7) on six constructs of self-reported student experiences: Positive school culture, Student self-efficacy, Pathway development, Provision of study assistance, Family support, and Peer support. Five other constructs had moderate internal consistency (α > 0.6). These were Promotion of Indigenous culture, Access to a suitable study environment, Future aspirations, School importance, and Perceived benefit of education.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42073649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry 南萨米族幼儿园语言教师身份与语言习得:一项叙事探究

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI: 10.55146/ajie.v51i2.321

David Kroik

{"title":"Language teacher identity and language acquisition in a South Saami preschool: A narrative inquiry","authors":"David Kroik","doi":"10.55146/ajie.v51i2.321","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.321","url":null,"abstract":"This paper explores language teacher identity (LTI) among three preschool teachers. The focus lies on the preschool teachers’ identities as linguistic role models by means of analysing their own descriptions of language learning, that is, their personal experiences of and reflections on language acquisition. Three interviews were made with different in-service preschool teachers. The interviews were analysed by means of narrative inquiry and thematic analysis and guided by literature on LTI, as well as the researcher’s previous experience and knowledge of the current field. The findings illustrate how the teachers assumed a leading position in the South Saami language revitalisation project and cope with the responsibility tied to that position. The discussion of the narratives revolves around language teaching and learning made salient in the narrative process. The study provides a hopeful view of language revitalisation by showcasing that it is not only the expected first-language native speakers that are driving forces in the process of restoring a broken chain of intergenerational language transmission. It further illustrates a way for an Indigenous academic to investigate settings within their own community and collaborate with other stakeholders in a language revitalisation project to generate new insights on language revitalisation.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42867318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting Indigenous children’s oral storytelling using a culturally referenced, developmentally based program 使用文化参考、基于发展的计划支持土著儿童的口头讲故事

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI: 10.55146/ajie.v51i2.50

Meadow Schroeder, Erin Tourigny, S. Bird, Jacqueline Ottmann, Joan Jeary, Duane Mark, Clarice Kootenay, S. Graham, A. McKeough

{"title":"Supporting Indigenous children’s oral storytelling using a culturally referenced, developmentally based program","authors":"Meadow Schroeder, Erin Tourigny, S. Bird, Jacqueline Ottmann, Joan Jeary, Duane Mark, Clarice Kootenay, S. Graham, A. McKeough","doi":"10.55146/ajie.v51i2.50","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.50","url":null,"abstract":"Indigenous communities in Canada have struggled with systemic inequities that have affected education outcomes of their children. In collaboration with a Stoney Nakoda community in Western Canada, a university research team, composed of Indigenous and non-Indigenous members, offered an instruction program designed to use storytelling as a gateway to early literacy development. Indigenous researchers and collaborators guided program adaptation to increase its cultural relevance, and non-Indigenous researchers drew upon developmental research to tailor scaffolded instruction that supported increased story-structure complexity. A total of 100 children aged 5 to 7 years participated in an eight-month storytelling program, which included pre- and post-instruction assessments of storytelling and recall. After instruction, participants generated more complex, detailed stories that contained more references to their culture compared to same-age peers. They also more accurately recalled the gist of stories they were read. This study demonstrates the importance of making curricula relevant to Indigenous children by including content that is culturally relevant and developmentally appropriate.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46061342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0