Reterritorialising Pedagogies of Listening: Bringing into Dialogue Culturally Responsive Pedagogies with Reggio Emilia Principles

Autor/inn/en	Rigney, Lester-Irabinna; Kelly, Stephen
Titel	Reterritorialising Pedagogies of Listening: Bringing into Dialogue Culturally Responsive Pedagogies with Reggio Emilia Principles
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 44 (2023) 1, S.147-161 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rigney, Lester-Irabinna) ORCID (Kelly, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2021.1961688
Schlagwörter	Culturally Relevant Education; Reggio Emilia Approach; Foreign Countries; Indigenous Populations; Minority Group Students; Decolonization; Educational Change; Australia + Suchen Sie Ihr Suchwort? Reggio-Pädagogik; Ausland; Sinti und Roma; Dekolonisation; Entkolonialisierung; Bildungsreform; Australien
Abstract	Cultural and linguistic diversity in educational settings is the new normal internationally. However, domestic research shows that Indigenous Australian students are still not benefiting from school. Despite global research on Culturally Responsive Pedagogies and Reggio Emilia being proven to work with minoritised groups in settler societies, little research exists in Australia. This paper addresses this noticeable gap in the literature, bringing into dialogue the culturally responsive pedagogy movement with Reggio Emilia principles for theoretical nuanced examination of listening pedagogies. This dialogue seeks to shift epistemological and ontological framings of the child and their schooling experience. The paper argues for a deterritorialising of Indigenous ways of being and knowing that view learning as socially and culturally mediated. A central finding is that culturally responsive Reggio Emilia inspired practice offers educational change through a decolonising frame using instructional dimensions of relational and dialogic teaching. The paper concludes that reductive pedagogy constrains Indigenous listening and learning and that explicitly connecting curriculum to students' cultural strengths is an instructional reform opportunity for reterritorialising pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01