Australian Journal of Indigenous Education最新文献_第7页

Tok stori as pedagogy: an approach to school leadership education in Solomon Islands 托克斯托里作为教育学：所罗门群岛学校领导力教育的一种方法

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-10-08 DOI: 10.1017/jie.2020.31

Kabini F Sanga, Martyn Reynolds, Stanley Houma, Jack Maebuta

{"title":"Tok stori as pedagogy: an approach to school leadership education in Solomon Islands","authors":"Kabini F Sanga, Martyn Reynolds, Stanley Houma, Jack Maebuta","doi":"10.1017/jie.2020.31","DOIUrl":"https://doi.org/10.1017/jie.2020.31","url":null,"abstract":"\u0000 Tok stori is a Melanesian form of dialogical engagement. Although it has been generally associated with informal activities, this article points to the potential of tok stori as a pedagogical or teaching process. Set in a school leadership programme spread across the Solomon Islands, the discussion illustrates the value of approaching the education of school leaders through their own experiences and in a manner to which they are accustomed. Data are drawn from the stories of programme mentors. Of particular relevance are the relational implications of tok stori as these frame learning, the kinds of learning facilitated by tok stori, gender and the restricted nature of some knowledge, and the openness of tok stori to encourage and promote learning beyond the initial scope of a programme. Although tok stori can be informal, the data suggest that effective professional learning can take place through tok stori as pedagogy. As one amongst a number of traditional oral forms across the region and beyond, the claims made for tok stori in this context provide further support for the inclusion of Indigenous approaches to development work in and beyond Solomon Islands. This is important if development aid is to move to a new level of efficacy.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.31","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41766156","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: 7

Evaluation of the pilot phase of a Student Support Strategy to improve retention and completion rates of Aboriginal and Torres Strait Islander students 评估学生支持战略的试点阶段，以提高土著和托雷斯海峡岛民学生的保留率和完成率

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-10-05 DOI: 10.1017/jie.2020.29

S. Hearn, S. Funnell

{"title":"Evaluation of the pilot phase of a Student Support Strategy to improve retention and completion rates of Aboriginal and Torres Strait Islander students","authors":"S. Hearn, S. Funnell","doi":"10.1017/jie.2020.29","DOIUrl":"https://doi.org/10.1017/jie.2020.29","url":null,"abstract":"Abstract Increasing Aboriginal and Torres Strait Islander participation in higher education can play a critical role in transforming lives and is the trajectory to closing the gap and reducing disadvantage. Despite recent progress, Aboriginal and Torres Strait Islander peoples remain significantly under-represented in higher education. Poor retention and high attrition rates of these students come at significant financial cost for the individual, community, university and government. Wirltu Yarlu, the Indigenous Education Unit at the University of Adelaide has reviewed the role student support services play in improving retention and completion rates, with an aim to improve Aboriginal and Torres Strait Islander student retention and completion. The newly developed Student Success Strategy is an innovative approach to student support that aims to identify and respond to individual student needs in a more effective and efficient manner. The model encompasses a self-assessment tool designed to measure progress across several domains. Self-assessments are used to inform student specific support needs which in turn enable support staff to personalise future interventions for each student and respond accordingly in an attempt to reduce and prevent student attrition.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.29","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48647894","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

‘It wasn't just the academic stuff, it was life stuff’: the significance of peers in strengthening the Indigenous health researcher workforce “这不仅仅是学术上的东西，也是生活上的东西”:同龄人在加强土著卫生研究人员队伍方面的重要性

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-09-24 DOI: 10.1017/jie.2020.14

T. Ryan, Shaun C. Ewen, Chris Platania‐Phung

引用次数: 3

Upholding heightened expectations of Indigenous children? Parents do, teachers do not 坚持提高对土著儿童的期望？家长会，老师不会

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-09-24 DOI: 10.1017/jie.2020.28

Huw Peacock, J. Prehn, M. Guerzoni, W. Aitken, C. Andersen

{"title":"Upholding heightened expectations of Indigenous children? Parents do, teachers do not","authors":"Huw Peacock, J. Prehn, M. Guerzoni, W. Aitken, C. Andersen","doi":"10.1017/jie.2020.28","DOIUrl":"https://doi.org/10.1017/jie.2020.28","url":null,"abstract":"Abstract This paper argues that a component of increasing the rate of Aboriginal and Torres Strait Islander children and youths completing their secondary education is having parents and teachers maintain heightened expectations of these children in achieving this goal. To understand this phenomenon, we investigate the importance of, and discrepancies between, primary caregiver and teacher outlooks regarding Indigenous youths completing year 12. For the purpose of this paper, we adopt the term ‘primary caregiver’ in place of parent. This is because the majority (87.7%) of P1s analysed are the biological mothers with the remainder being close female relatives. P2s analysed are all male, 93.3% are biological fathers; remainder are step-fathers or adoptive fathers. This paper uses quantitative data from the Longitudinal Study of Indigenous Children to measure expectations from parents and teachers of Indigenous children. Results suggest that parents maintain exceptionally high expectations of their children, while teacher's expectations significantly decline over the course of Indigenous children's primary and secondary schooling years. We suggest that relationships and communication between parents and teachers, regarding expectations of students, are important to establishing an equilibrium in expectations of children, and that teachers may benefit from further training to address any underlying biases towards Indigenous children.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.28","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42337229","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

Talking about culturally responsive approaches to education: teacher professional learning, Indigenous learners and the politics of schooling 谈论文化响应的教育方法:教师专业学习、土著学习者和学校政治

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-09-23 DOI: 10.1017/jie.2020.30

Michelle Bishop, G. Vass

{"title":"Talking about culturally responsive approaches to education: teacher professional learning, Indigenous learners and the politics of schooling","authors":"Michelle Bishop, G. Vass","doi":"10.1017/jie.2020.30","DOIUrl":"https://doi.org/10.1017/jie.2020.30","url":null,"abstract":"Abstract Culturally responsive approaches to schooling (CRS) aim to address pervasive inequities that exist in education. More specifically, CRS practices seek to improve the experiences and academic achievements of marginalised and minoritised learners, such as those from culturally and linguistically diverse backgrounds. In this paper, we consider the possibilities for CRS in the context of Australia where Indigenous students (along with their parents, peers and teachers) are consistently reminded, courtesy of the deficit government policies and ‘close the gap’ rhetoric, that they have the worst educational outcomes of any settler society. This paper does not seek to offer fixed solutions in response to this. Rather, based on shared experience researching and teaching together that draw on CRS, the paper foregrounds a collaborative culturally responsive dialogue between the authors. Together we discuss, deliberate and despair about the state of the education system for Indigenous students, we also remain tentatively hopeful about how CRS might become embedded in teaching and learning, through teacher professional learning, in ways that are relevant to the Australian context.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.30","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47295636","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: 7

Did DI do it? Response to a rejoinder 是DI干的吗?对反驳的回应

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-09-18 DOI: 10.1017/jie.2020.19

J. Guenther, Sam Osborne

引用次数: 0

… but what about the Aboriginal and/or Torres Strait Islander Health Worker academic? Transcending the role of ‘unknowing assistant’ in health care and research through higher education: a personal journey 但是土著人和/或托雷斯海峡岛民卫生工作者学术呢?通过高等教育超越医疗保健和研究中“不知情的助手”的角色:个人旅程

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-09-18 DOI: 10.1017/jie.2020.21

Janet Stajic

{"title":"… but what about the Aboriginal and/or Torres Strait Islander Health Worker academic? Transcending the role of ‘unknowing assistant’ in health care and research through higher education: a personal journey","authors":"Janet Stajic","doi":"10.1017/jie.2020.21","DOIUrl":"https://doi.org/10.1017/jie.2020.21","url":null,"abstract":"Abstract The Aboriginal and Torres Strait Islander Health Worker/Practitioner (A&TSIHW) workforce provides not only clinical skills but also responds to specific social and cultural needs of the communities they serve bringing knowledge derived from lived and embodied knowledges. The A&TSIHW is a recognised health professional within the Australian health system; however, this workforce continues to be under-supported, under-recognised and under-utilised. A common discourse in literature written about A&TSIHWs focused on the need to empower and enhance the A&TSIHW capabilities, or rendered the A&TSIHW as part of the problem in improving the health of Indigenous peoples. In contrast, articles written by A&TSIHWs, published in the Aboriginal and Islander Health Worker Journal, tell a different story, one about the limitations of the health system in its ability to care for Indigenous peoples, recognising A&TSIHW leadership. This paper deals with two interrelated tensions—the undervaluing of the A&TSIHW as a clinician and the undervaluing of the A&TSIHW as an academic—both of which the author has had to navigate. It explores the specific challenges of the A&TSIHW academic who too seeks recognition beyond that of ‘assistant’ within the research enterprise, drawing upon personal experiences and engagement with educational institutions, including higher education.","PeriodicalId":51860,"journal":{"name":"Australian Journal of Indigenous Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/jie.2020.21","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44295217","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: 3

Reaching Across the Divide (RAD): Aboriginal Elders and Academics working together to improve student and staff cultural capability outcomes 跨越鸿沟（RAD）：原住民长老和学者共同努力，提高学生和教职员工的文化能力成果

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-09-18 DOI: 10.1017/jie.2020.23

L. Hansen, Percy Hansen, J. Corbett, Antonia Hendrick, T. Marchant

引用次数: 4

Direct Instruction in very remote schools: a rejoinder to Guenther and Osborne (2020) 偏远学校的直接教学:对冈瑟和奥斯本的反驳(2020)

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-09-14 DOI: 10.1017/jie.2020.18

J. Buckingham

引用次数: 0

A response to ‘Yes, DI did it’ 回答“是的，DI做到了”

IF 1.6

Australian Journal of Indigenous Education Pub Date : 2020-09-14 DOI: 10.1017/jie.2020.22

J. Guenther, Sam Osborne

引用次数: 0