1. Initial thoughts...
Theory of Change
!
Jessica Dubois 2012
Mimili Anangu School
APY Lands, South Australia

2. The end goal
We believe in an education model which empowers our students in
both their Indigenous culture and in the western world, so that they can
successfully operate in and negotiate between two cultures
Students can successfully code switch
"By double power, I mean the power to operate and
negotiate between two cultures"
Mandawuy Yunupingu, Double Power

3. What we need to get there...
Empowered Aboriginal Education Workers (AEWs) who
are motivated and determined to make a difference and who are
confident to do so.
Jessica Dubois, 2010
small consistency
group
instruction
respectful time,
support space,
support
routine

4. What we need to get there...
Empowered and supportive families who know how best
to support their child’s learning and development.
A move from family involvement in schooling to family
engagement in learning
Harris and Goodall (2007)

5. What we need to get there...
A rigorous classroom model that builds a spirit of
excellence and a culture of progress

6. What we need to get there...
Focused, motivated students who value school, who have a
positive vision for their future and who can see their progress
Jessica Dubois, 2012

7. empowered AEWs
family engagement in learning
classroom model of excellence
motivated students

8. Family engagement with learning
sharing the power
valuing the funds of knowledge families bring
building positive support and engagement
Displays and communication in Getting out into
both Pitjantjatjara and English community with iPad,
- learning goals sharing positive stories
- what is happening in class Bush trips and
- student progress cultural learning
afternoons, Mapping the families of
seeking out and my class - who I speak to
Family sessions once a week highlighting and when, importantly;
- mothers/Grandmothers/aunts family strengths who I need to connect with,
- fathers/grandfathers/uncles/ being systematic so no one
brothers falls through the gap

9. Step 1: Work through this together as a teaching team with AEWs
Who is in our community?
What do they need?
What can they offer?
Why is this important?
How could this be done?
What can we do together to support true family engagement with
learning?

10. Empowered AEWs
A deeper notion of partnership based on more equal
power relations than on a ‘helping’ approach
A strong & equal teaching team
Building a strong Small group work:
Recording AEWs and
connecting bridge games, tasks, activities
families sharing their
between our two funds of made up, ready to go.
knowledge, reading,
knowledge We play them first
modeling positive actions
together or I model them
to inspire students
Equal input into with a small group first
classroom layout,
direction Consistency Eventually, film these learning
Known routine tasks, develop a bank of resources
Planning together - Structure that supports (short video clips) of AEWs
evenings and weekends AEW obligations working with children to share with
over meals each other