Decolonising Indigenous Education: The Case for Cultural Mentoring in Supporting Indigenous Knowledge Reproduction

Autor/inn/en	Burgess, Catherine; Bishop, Michelle; Lowe, Kevin
Titel	Decolonising Indigenous Education: The Case for Cultural Mentoring in Supporting Indigenous Knowledge Reproduction
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burgess, Catherine) ORCID (Bishop, Michelle) ORCID (Lowe, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1774513
Schlagwörter	Indigenous Populations; Cultural Education; Culturally Relevant Education; Foreign Countries; Inclusion; Instructional Improvement; Mentors; Faculty Development; Teacher Attitudes; Indigenous Knowledge; Critical Theory; Race; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Ausland; Inklusion; Unterrichtsqualität; Lehrerverhalten; Kritische Theorie; Rasse; Abstammung; Australien
Abstract	Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for teachers, shifting the narrative away from racialised discourses about Aboriginal peoples to acknowledging Aboriginal educators as sovereign peoples. Key findings reveal that teachers' growing understanding of the ongoing impact of colonisation on Aboriginal families resulted in increased confidence in building relationships with Aboriginal communities, Country and students and implementing culturally responsive curriculum and pedagogies. The DRT analysis also raises serious questions about systemic challenges to be addressed if Aboriginal student outcomes are to improve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01