Australian Journal of Indigenous Education最新文献_第2页

Aboriginal educators at the intersection: Intimations of greater nuance in both-ways education 十字路口的原住民教育者:双向教育中更细微差别的暗示

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI: 10.55146/ajie.v51i2.33

Terry Moore, G. Shannon, David Scholz

引用次数: 0

Fata ho poto: Tongan science learners and engagement, enjoyment and success in secondary school and university settings Fata ho poto:汤加科学学习者与中学和大学环境中的参与、享受和成功

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI: 10.55146/ajie.v51i2.44

S. Fonua, Fire Fonua, Reverend Pitasoni T. Fonua, Lavinia T. Fonua

{"title":"Fata ho poto: Tongan science learners and engagement, enjoyment and success in secondary school and university settings","authors":"S. Fonua, Fire Fonua, Reverend Pitasoni T. Fonua, Lavinia T. Fonua","doi":"10.55146/ajie.v51i2.44","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.44","url":null,"abstract":"Engagement and success are prominent in education discussions, research and policy in Aotearoa New Zealand and globally. Yet, little is known about how successful Tongan science learners define engagement, enjoyment or success, and which teaching and learning experiences have enhanced or detracted from their engagement, enjoyment and success during their studies. This article shares the stories of 26 successful Tongan science learners who participated in talanoa (open discussion without an agenda) about their engagement, enjoyment and success in secondary and university science education in Aotearoa, and, for some, their schooling in Tonga. The Manulua framework (Fonua, 2021) informed how their stories were gathered, analysed and woven together. The article presents the Fata ho poto model to demonstrate how engagement, enjoyment and success are considered by successful Tongan science learners. This model is useful for those increasing Tongan and Moana/Pacific learning achievement. It offers important insights related to the role of education policy and practice in shaping notions of engagement, enjoyment and success among Tongan and Moana/Pacific learners.","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":"49149882","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

Indigenous school education as contested spaces: The Brazilian experience in São Paulo and Mato Grosso do Sul 作为竞争空间的土著学校教育:巴西在<s:1>圣保罗州和南马托格罗索州的经验

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI: 10.55146/ajie.v51i2.5

A. Ioris, Flávia Vitor Longo, Roberto L. do Carmo, José Maurício Arruti

{"title":"Indigenous school education as contested spaces: The Brazilian experience in São Paulo and Mato Grosso do Sul","authors":"A. Ioris, Flávia Vitor Longo, Roberto L. do Carmo, José Maurício Arruti","doi":"10.55146/ajie.v51i2.5","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.5","url":null,"abstract":"Indigenous schools are spaces for the convergence of different worldviews and to demonstrate how the creativity of each ethnic group challenges exogenous and established concepts and methodologies. This article examines main trends and pending gaps related to indigenous education in Brazil between the years 2007 and 2019. Issues such as the characterisation of indigenous schools, teachers and students are analysed, with a focus on the evolution of the number of students enrolled, infrastructure, language and pedagogic approaches. The analysis is focused on the states of Mato Grosso do Sul, which has a large indigenous population and an economy based on export-oriented agribusiness, and São Paulo, the main economic, demographic and political centre of Brazil with a much smaller indigenous population. The results demonstrate concrete improvements, especially the expansion of the number of schools and the student population. A growing number of schools are now dedicated to serve indigenous populations and make use of specific teaching material (although this material is of uneven quality). However, many problems remain unresolved, including threats to funding and uncertain administrative support from public authorities, a situation that has been aggravated in recent years with the growing adoption of elitist, anti-indigenous government policies.","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":"43040209","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

Western Australian Aboriginal young women and community representatives identify barriers to school attendance and solutions to school non-attendance 西澳大利亚土著青年妇女和社区代表指出了上学的障碍和不上学的解决办法

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI: 10.55146/ajie.v51i2.22

Rose Whitau, Latoya Bolton-Black, Helen Ockerby, Lowana Corley

{"title":"Western Australian Aboriginal young women and community representatives identify barriers to school attendance and solutions to school non-attendance","authors":"Rose Whitau, Latoya Bolton-Black, Helen Ockerby, Lowana Corley","doi":"10.55146/ajie.v51i2.22","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.22","url":null,"abstract":"The barriers to school attendance that affect young Aboriginal people in Australia are diverse, immense and well documented; however, except for a handful of studies, Aboriginal students’ voices receive no platform for policy makers to hear them. In this paper, we present results from yarning circles about barriers to school attendance conducted with young Aboriginal women that participate in an education engagement program called Shooting Stars at Narrogin Senior High School. Yarning circles were facilitated, analysed and discussed within a framework of relatedness, with the researchers embracing their own standpoint, and the standpoint of the Shooting Stars participants, as Indigenous women. The results from these participant yarning circles were discussed with the Shooting Stars Narrogin localised steering committee, and this discussion is presented here, alongside the outcomes, both achieved and projected, to which committee stakeholders have committed. For the most part, the participants and the steering committee discussed racism, teacher–student relationships, and peer connectedness, and how these were related to participant attendance and engagement at school. This paper showcases the power of the yarning circle as a tool for collaboration in that it provides a space to create cohesion through conversation, through contention and through sharing.","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":"43019744","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

Coloniality, institutional racism and white fragility: A wero to higher education 殖民主义、制度性种族主义和白人脆弱性：高等教育的启示

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI: 10.55146/ajie.v51i2.34

Hinekura Smith, Jade Le Grice, S. Fonua, David Mayeda

引用次数: 1

The Remote School Attendance Strategy (RSAS): Why invest in a strategy that reduces attendance? 远程学校出勤策略(RSAS):为什么要投资一个减少出勤的策略?

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI: 10.55146/ajie.v51i2.35

J. Guenther, Sam Osborne, Stephen Corrie, Lester-Irabinna Rigney, K. Lowe

{"title":"The Remote School Attendance Strategy (RSAS): Why invest in a strategy that reduces attendance?","authors":"J. Guenther, Sam Osborne, Stephen Corrie, Lester-Irabinna Rigney, K. Lowe","doi":"10.55146/ajie.v51i2.35","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.35","url":null,"abstract":"In late 2013, under the leadership of Prime Minister Abbott, the Australian Government announced a new policy designed to increase attendance rates in remote community schools—the Remote School Attendance Strategy (RSAS). The model assumed that employing local people in the program, which was designed to support parents get their children to school, would yield significant improvements and consequently improve educational outcomes. After a slight initial increase in school attendance rates, RSAS schools have seen average attendance rates decline since 2016, which now stand more than eight percentage points lower than at commencement. This article analyses My School data for Very Remote Aboriginal schools, showing how the RSAS school attendance results compare with similar non-RSAS schools. We question why the Australian Government continues to invest in a program that is not meeting its objectives, asking, what went wrong?. We do this by critically analysing 36 policy-related documents, looking for ideological clues that show why the government continues to invest in the program and how it sees it as “successful”. We conclude by raising ethical and accountability concerns about the RSAS, which lacks evidence of attendance improvement, and which potentially causes harm to its objects: First Nations students.","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":"49035400","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

An analysis of education academics' attitudes and preconceptions about Indigenous Knowledges in initial teacher education 教育学者对初级师范教育中土著知识的态度和成见分析

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI: 10.55146/ajie.v51i2.41

Melitta Hogarth

引用次数: 0

'Proper Deadly': Student memories of adult education under Indigenous control: Tranby, 1980-2000 “适当的致命性”：土著控制下的成人教育的学生记忆：特兰比，1980-2000

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI: 10.55146/ajie.v51i2.36

H. Goodall, Heidi Norman, Belinda Russon

引用次数: 1

Asking the experts: Indigenous educators as leaders in early education and care settings in Australia 询问专家：土著教育工作者是澳大利亚早期教育和护理环境的领导者

IF 1.6

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

M. Locke

{"title":"Asking the experts: Indigenous educators as leaders in early education and care settings in Australia","authors":"M. Locke","doi":"10.55146/ajie.v51i2.12","DOIUrl":"https://doi.org/10.55146/ajie.v51i2.12","url":null,"abstract":"The educational rationale behind the inclusion of Indigenous knowledges and perspectives in early education and care services in Australia is grounded in effective engagement and support of Indigenous families. Additionally, this inclusion aims to promote non-Indigenous understanding and recognition of Indigenous peoples, with a view to strengthening reconciliation and improving outcomes for Indigenous children. However, a lack of confidence and capacity of a largely non-Indigenous early childhood educator cohort has resulted in either the absence or misrepresentation of Indigenous knowledges and/or perspectives. This paper presents research that identifies Indigenous peoples as the owners and experts of Indigenous knowledges and perspectives. Employing a qualitative approach from within an Indigenous methodological framework, the research engaged the expertise of Indigenous educators to identify and recruit additional research participants. From this research, it is clear that specific characteristics related to knowledge, experience and understanding position Indigenous educators as the most valuable and capable leaders in the inclusion of Indigenous knowledges and perspectives in early education and care settings.","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":"44443380","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: 1