'Teaching from the Heart': Challenges for Non-Aboriginal Teachers Teaching Stage 6 Aboriginal Studies in NSW Secondary Schools

Autor/inn/en	Stern, Daniel; Burgess, Cathie
Titel	'Teaching from the Heart': Challenges for Non-Aboriginal Teachers Teaching Stage 6 Aboriginal Studies in NSW Secondary Schools
Quelle	In: Australian Journal of Indigenous Education, 50 (2021) 2, S.304-311 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2020.3
Schlagwörter	Social Justice; Indigenous Populations; Course Descriptions; Teacher Attitudes; Teacher Characteristics; Teacher Role; Indigenous Knowledge; Futures (of Society); Conflict Resolution; Foreign Countries; Dialogs (Language); Barriers; Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Sinti und Roma; Kursstrukturplan; Lehrerverhalten; Lehrerrolle; Future; Society; Zukunft; Conflict solving; Konfliktlösung; Konfliktregelung; Ausland; Dialog; Dialogs; Dialogue; Dialogues; Australien
Abstract	This paper explores the unique challenges, experiences and circumstances that enable and/or constrain non-Aboriginal teachers involved in teaching the Stage 6 Aboriginal Studies syllabus in the New South Wales (NSW) curriculum (2010). Drawing on the yarning inquiry methodology of Bessarab and Ng'andu, seven semi-structured interviews were conducted with Aboriginal and non-Aboriginal Aboriginal Studies teachers to open a powerful and insightful dialogue pertaining to the complexities and challenges for non-Aboriginal teachers teaching in the Aboriginal Studies space. Interview data identified key issues, strategies and themes relating to how non-Aboriginal teachers of Aboriginal Studies negotiate and operate in highly contested knowledge spaces, their roles and responsibilities as social justice educators and their capacity to enact substantive change within and beyond the Aboriginal Studies classroom. Nakata's cultural interface theory provides a useful tool for data analysis as Aboriginal Studies sits squarely at the centre of this interface. The findings provide valuable insights and practical recommendations for aspiring and current non-Aboriginal Aboriginal Studies teachers seeking to develop a clearer understanding of their, thus far under-researched, roles within the classroom, whilst opening an intriguing dialogue pertaining to the future of Aboriginal Studies in schools and its place within Australia's broader movement for conciliation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01