Policy to Praxis
Addressing the tension between what
happens inside versus what happens
outside the school gate.
2013 Inte...
Using discipline knowledge to identify
and dismantle the barriers that
contribute to Aboriginal and Torres
Strait Islander...
Remove the politics
from the debate …
Focus on pedagogies and
epistemologies
‘Whiteness … is an invisible regime
of power that secures hegemony
through discourse and has material
effects in everyday ...
Outside the school gate versus
Inside the school gate
Dominant societal groups …
‘tend to construct reality in ways that
reinforce, protect and legitimise their
position of dom...
Inside the school gate
• National Australian Curriculum;

• National standards for teachers and
leaders; and
• More Aborig...
Australian Curriculum, Assessment and
Reporting Authority (ACARA)
•
•

Foundation to Year 12
17 Learning Areas with 5 comp...
Cross Curriculum Priority:
Aboriginal and Torres Strait Islander Histories and
Cultures
•

Content Descriptors versus Elab...
Australian Institute for Teaching &
School Leadership (AITSL)
Three Domains:

1. Professional Knowledge;
2. Professional P...
Australian Institute for Teaching &
School Leadership (AITSL)
Professional Knowledge Standards;
1. Know students and how t...
Teacher Education and Professional Development

Respect, Relationships, Reconciliation (RRR)
Module 1. Know Yourself, Know...
Teacher Education and Professional Development
Module 1: Know Yourself, Know Your World
1. Respect, relationships, reconci...
Teacher Education and Professional Development
Module 1: Know Yourself, Know Your World
3. An anti-racism pedagogy
Examina...
Teacher Education and Professional Development
Module 2: Know Your Students
1. Quality Teacher High Expectations
Having hi...
Teacher Education and Professional Development
Module 2: Know Your Students
3. Inclusive Pedagogy Pedagogy that is inclusi...
Teacher Education and Professional Development
Module 2: Know Your Students
5. Working with local Aboriginal
and Torres St...
Teacher Education and Professional Development
Module 3: Know What You Teach
1. Australian Aboriginal and Torres Strait
Is...
Teacher Education and Professional Development
Module 3: Know What You Teach
3. Systems of relationships,
responsibility a...
More Aboriginal & Torres Strait Islander
Teachers Initiative (MATSITI)
1. Leadership, quality teaching and
workforce devel...
Photos courtesy of Google Images
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Policy to Praxis: Keynote presentation by leading Aboriginal educator Professor Peter Buckskin

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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.

Published in: Education, News & Politics
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Policy to Praxis: Keynote presentation by leading Aboriginal educator Professor Peter Buckskin

  1. 1. 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 2013 Professor Peter Buckskin PSM, FACE
  2. 2. Using discipline knowledge to identify and dismantle the barriers that contribute to Aboriginal and Torres Strait Islander disadvantage…
  3. 3. Remove the politics from the debate … Focus on pedagogies and epistemologies
  4. 4. ‘Whiteness … is an invisible regime of power that secures hegemony through discourse and has material effects in everyday life’ (Moreton-Robinson 2004, p.75)
  5. 5. Outside the school gate versus Inside the school gate
  6. 6. Dominant societal groups … ‘tend to construct reality in ways that reinforce, protect and legitimise their position of dominance’ (Howard 2006, p.54)
  7. 7. Inside the school gate • National Australian Curriculum; • National standards for teachers and leaders; and • More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI).
  8. 8. 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.
  9. 9. 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.
  10. 10. Australian Institute for Teaching & School Leadership (AITSL) Three Domains: 1. Professional Knowledge; 2. Professional Practice; and 3. Professional Engagement.
  11. 11. 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
  12. 12. 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
  13. 13. 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 learning; and www.rrr.edu.au
  14. 14. 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
  15. 15. 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
  16. 16. 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 and care givers www.rrr.edu.au
  17. 17. 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
  18. 18. 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
  19. 19. 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 imperative www.rrr.edu.au
  20. 20. 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
  21. 21. Photos courtesy of Google Images

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