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Aboriginal & Torres Strait Islander EducationAboriginal & Torres Strait Islander Information & Knowledge SystemsCurriculum & Pedagogy Not Elsewhere Classified
Only 60% Aboriginal students reaching National benchmarks compared to 93% of the rest of the population Why is there a need to ask students, Aboriginal or non-Aboriginal, about their educational experiences? By drawing upon Aboriginal student voice and their standpoint some greater insight can be drawn upon what is best for them in their educational situation and what forms of change could the Aboriginal students understandings and identity suggest in a 21st century learning environment Indigenous epistemological understandings were at the centre of the design & practice of this study from asking the Aboriginal community if this work was needed through to using a narrative methodology to collect the student’s stories & Aboriginal researcher to analysis materials and interpret from an Aboriginal standpoint
The Wollotuka Institute at the University of Newcastle incorporates the Indigenous activities of the University. In recent years the Institute has developed and implemented a set of cultural standards that it seeks to impart to all of its students, including through online pedagogies. This doctoral research project will centre on the cultural learning journey of a range of students enrolled in two online first year courses at The Wollotuka Institute. Using mixed methods, it will investigate the student outcomes when incorporating cultural standards into online teaching practice. Furthermore, through analysis of surveys, yarning and work samples, this project will seek to ascertain how effective cultural standards are in online teaching and learning initiatives. This includes investigating the extent to which first year undergraduates have become culturally competent practitioners. Finally, it will contribute to a research area that has been neglected, and as a result, is under-investigated and underdeveloped, both nationally and internationally.
HREC UON & SERAP NSW DEC
School age Aboriginal students
This thesis was developed on the basis of Aboriginal educational practices that have been acknowledged in the field as best practice when engaging Aboriginal school-age students in their education. Within my history of engaging with Aboriginal school-age students and preparing pre-service teachers to work with Aboriginal students I have consistently supported many of the Aboriginal pedagogical theorists’ understandings of what stands for best practice when working with Aboriginal students. Some of these pedagogical understandings came as standard pedagogical practices as an Aboriginal person working with younger Aboriginal students. The recognition of these standard best pedagogical practices came from my working with Aboriginal students in a primary school setting as an Aboriginal Educational Assistant (AEA) and were later refined through exposure to other educational professionals and through my own studies as a teacher which I undertook whilst working as an AEA. I entered higher education as an academic in 1996 and started teaching pre-service teachers about working with Aboriginal students in 1997; this is a role I have continued to the present date. During this time I have extended my reading and my professional networks to include many of the authors who have developed the foundational understandings of what is considered best practice when working on the engagement of Aboriginal students in their schools. Whilst examining the existing research, I noted that many of these studies had been conducted on a small scale. The majority of them included single class or school samples, with some involving only teachers and administrative staff who were directly interviewed about which practices most effectively engage Aboriginal students in their schooling. There has been a more recent change in the approach to this process with Aboriginal parents now being interviewed about what they believe is best for their children. But, to date, there have been very limited research-based inquiries that have targeted Aboriginal students as the primary source of inquiry in gaining an understanding of what best engages Aboriginal school-age students in their schooling. This is where my research study fits within the current literature: it examines which form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students. I have used research practices that are grounded within Aboriginal cultural understandings that consider a culturally safe inquiry process and targeted school-age Aboriginal students from a variety of social, economic, geographical, and cultural settings and asked them what best engages them in their schooling. This study uses the Aboriginal students’ standpoint and understandings as the primary point of reference to ascertain which practices are most effective in engaging Aboriginal students.
Student researcher - PhD
Completed
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