policy to praxis: keynote presentation by leading aboriginal educator professor peter buckskin
DESCRIPTION
Keynote presentation at 2013 International Conference of the Australian Association for Research in Education (AARE) 3 December 2013 Policy to Praxis: Addressing the tension between what happens inside versus what happens outside the school gate.TRANSCRIPT
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Policy to Praxis Addressing the tension between what happens inside versus what happens
outside the school gate.
2013 International Conference of the Australian Association for Research in Education (AARE) 3
December 2013Professor Peter Buckskin PSM, FACE
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Using discipline knowledge to identify and dismantle the barriers that
contribute to Aboriginal and Torres Strait Islander disadvantage…
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Remove the politicsfrom the debate …
Focus on pedagogies and epistemologies
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‘Whiteness … is an invisible regime of power that secures hegemony through discourse
and has material effects in everyday life’
(Moreton-Robinson 2004, p.75)
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Outside the school gate versusInside the school gate
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Dominant societal groups …‘tend to construct reality in ways that reinforce, protect and legitimise their
position of dominance’
(Howard 2006, p.54)
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Inside the school gate• National Australian Curriculum;
• National standards for teachers and leaders; and
• More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI).
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Australian Curriculum, Assessment and Reporting Authority (ACARA)
• Foundation to Year 12 • 17 Learning Areas with 5 completed
- English - Maths- Science - History- Geography
• Consulting on Languages, Civics and Citizenship, Work Studies Years 9-10, Arts
• Three cross-curriculum priorities: 1. Aboriginal and Torres Strait Islander histories and
cultures; 2. Asia and Australia’s engagement with Asia; and3. Sustainability.
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Cross Curriculum Priority:
Aboriginal and Torres Strait Islander Histories and Cultures
• Content Descriptors versus Elaborations
• Relegated to the Elaborations … high risk of not being considered;
• Illustrations of Practice;
• No Assessment of the Priority; and
• No legitimacy of our language, knowledge and culture.
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Australian Institute for Teaching &School Leadership (AITSL)
Three Domains:
1. Professional Knowledge;
2. Professional Practice; and
3. Professional Engagement.
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Australian Institute for Teaching &School Leadership (AITSL)
Professional Knowledge Standards;
1. Know students and how they learn
2. Know the content and how to teach it
Focus Area 1.4:
Strategies for teaching Aboriginal and Torres Strait Islander students
Focus Area 2.4:
Understand and respect Aboriginal and Torres Strait Islander people
to promote Reconciliation between Indigenous and non-Indigenous
Australians
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Teacher Education and Professional Development
Respect, Relationships, Reconciliation (RRR)
Module 1. Know Yourself, Know Your World
Module 2. Know Your Students
Module 3. Know What You Teach
www.rrr.edu.au
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Teacher Education and Professional DevelopmentModule 1: Know Yourself, Know Your World
1. Respect, relationships, reconciliation -Understanding of respect, relationships and reconciliation;
2. Values, culture and identity -Clear understanding of personal own culture, its influences upon self belief and value systems, cultural identify and potential impacts on pedagogical choices and student learning; and
www.rrr.edu.au
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Teacher Education and Professional Development
Module 1: Know Yourself, Know Your World
3. An anti-racism pedagogy -
Examination stereotyping, privilege and power, and how ‘race’ is a social construct
www.rrr.edu.au
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Teacher Education and Professional DevelopmentModule 2: Know Your Students
1. Quality Teacher High ExpectationsHaving high expectations is paramount to successful learning outcomes.
2. Quality Teaching Supportive School Environment – Student examine their understanding , beliefs and pedagogical practices to address the learning needs of Aboriginal and Torres Strait Islander students . www.rrr.edu.au
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Teacher Education and Professional DevelopmentModule 2: Know Your Students
3. Inclusive Pedagogy - Pedagogy that is inclusive, that is culturallyAppropriate and fosters a stimulating learning environment will address the needs of all students.
4. Building Positive Relationships - Importance should be given to building and maintaining positive and caring relationships between Aboriginal and Strait Islander students and their parents and care givers
www.rrr.edu.au
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Teacher Education and Professional Development
Module 2: Know Your Students
5. Working with local Aboriginal and Torres Strait Islander peoples -
Working with local communities to locate and identify suitable resources will enrich your teaching and make learning more meaningful and relevant for your students.
www.rrr.edu.au
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Teacher Education and Professional Development
Module 3: Know What You Teach
1. Australian Aboriginal and Torres Strait Islander identities –
An exploration of the concept of representation with reference to Aboriginal and Torres Strait Islander ‘identities’ within Australia.
2. Land, colonisation, alienation and cultural intrusion.
www.rrr.edu.au
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Teacher Education and Professional DevelopmentModule 3: Know What You Teach
3. Systems of relationships, responsibility and reciprocity
4. Significant episodes and events
5. Demographics as an Indigenous imperative www.rrr.edu.au
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More Aboriginal & Torres Strait Islander Teachers Initiative (MATSITI)
1. Leadership, quality teaching and workforce development (NATSIAP Domain);
2. Increase the numbers of and retention of Aboriginal and Torres Strait Islander Teachers; and
3. Identify and develop strategies to support the leadership aspirations of Aboriginal and Torres Strait Islander Teachers. www.matsiti.edu.au
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