Building Positive Relationships with Indigenous Children, Families and Communities: Learning at the Cultural Interface

Autor/inn/en	Kearney, Emma; McIntosh, Leonie; Perry, Bob; Dockett, Sue; Clayton, Kathleen
Titel	Building Positive Relationships with Indigenous Children, Families and Communities: Learning at the Cultural Interface
Quelle	In: Critical Studies in Education, 55 (2014) 3, S.338-352 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2014.914963
Schlagwörter	Foreign Countries; Cultural Pluralism; Indigenous Populations; Learner Engagement; Family School Relationship; Student School Relationship; Cultural Influences; Rural Schools; Teacher Attitudes; Knowledge Base for Teaching; Vignettes; Early Childhood Education; Preschool Teachers; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Kulturpluralismus; Sinti und Roma; Schüler-Lehrer-Beziehung; Cultural influence; Kultureinfluss; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Drawing on the work of Martin Nakata, this paper brings into focus the everyday complexities involved in the cultural interfaces that educators, both Indigenous and non-Indigenous, negotiate in order to promote children's engagement with formal education processes. Analysis of emergent data from a recent evaluation of a preschool education programme operating in 35 rural and remote Indigenous communities in Queensland, Australia, revealed that educators struggle to situate their own knowledge and experiences in relation to the knowledge and experiences of others in both the educational and cultural contexts in which they work. A series of composite vignettes reporting the experiences of early childhood educators across these communities is used to examine the pedagogical opportunities available to educators when they are able to recognise the value of the knowledge and experience of all those involved in a child's educational success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10