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A Deadly Network
 

A Deadly Network

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Connecting Curriculum, Teaching and Workforce Quality in Aboriginal and Torres Strait Islander Education. ...

Connecting Curriculum, Teaching and Workforce Quality in Aboriginal and Torres Strait Islander Education.
Presentation by Professor Peter Buckskin PSM, FACE
Dean: Indigenous Scholarship, Engagement and Research
University of South Australia
Buunji National Indigenous Education Conference, Sydney 6 November 2013


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    A Deadly Network A Deadly Network Presentation Transcript

    • A Deadly Network: Connecting Curriculum, Teaching and Workforce Quality in Aboriginal and Torres Strait Islander Education Presentation by Professor Peter Buckskin PSM, FACE Dean: Indigenous Scholarship, Engagement and Research University of South Australia 6 November 2013
    • Aboriginal and Torres Strait Islander Education •Teaching Aboriginal and Torres Strait Islander Students •Teaching Aboriginal and Torres Strait Islander Studies
    • National Policy Context •Aboriginal and Torres Strait Islander Education Action Plan < http://scseec.edu.au/Aboriginal-and-Torres-Strait-Islander-EducationAction-Plan.aspx > •Australian Curriculum, Assessment and Reporting Authority < http://www.acara.edu.au > •Australian Institute for Teaching and School Leadership < http://www.teacherstandards.aitsl.edu.au/ >
    • 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; and 3. Sustainability.
    • 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; •Need to shift away from the historical constraints as defined by colonialism; and •No legitimacy of our language, knowledge and culture.
    • Australian Institute for Teaching & School Leadership (AITSL) Three Domains: 1.Professional Knowledge; 2. Professional Practice; and 3.Professional Engagement.
    • 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
    • ‘Many teachers are faced with limited understanding of cultures other than their own and the possibility that this limitation will negatively affect their students’ ability to become successful learners.’ W Montgomery 2001
    • Teacher Education and Professional Development Respect, Relationships, Reconciliation Module 1. Know Yourself, Know Your World Module 2. Know Your Students Module 3. Know What You Teach www.rrr.edu.au
    • Teacher Education and Professional Development Module 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 www.rrr.edu.au
    • 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
    • Teacher Education and Professional Development Module 2 : Know Your Students 1. Quality Teacher High Expectations Having 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
    • Teacher Education and Professional Development Module 2 : Know Your Students 3. Inclusive Pedagogy Pedagogy that is inclusive, that is culturally Appropriate 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 http://rrr.edu.au
    • 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. http://rrr.edu.au
    • 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. http://rrr.edu.au
    • Teacher Education and Professional Development Module 3: Know What You Teach 3. Systems of relationships, responsibility and reciprocity 4. Significant episodes and events 5. Demographics as an Indigenous imperatives www.rrr.edu.au
    • Essential Understandings •Race and Racism •Whiteness Respect … Respect … Respect