Teaching Beginning Teachers to "Think What We Are Doing" in Indigenous Education

Autor/inn/en	Kameniar, Barbara; Windsor, Sally; Sifa, Sue
Titel	Teaching Beginning Teachers to "Think What We Are Doing" in Indigenous Education
Quelle	In: Australian Journal of Indigenous Education, 43 (2014) 2, S.113-120 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2014.27
Schlagwörter	Beginning Teachers; Indigenous Populations; Student Diversity; Consciousness Raising; Foreign Countries; Racial Differences; Cultural Awareness; Whites; Teaching Methods; Fiction; Power Structure; Graduate Study; Educational Policy; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Sinti und Roma; Bewusstseinsbildung; Ausland; Rassenunterschied; Cultural identity; Kulturelle Identität; White; Weißer; Teaching method; Lehrmethode; Unterrichtsmethode; Fiktion; Aufbaustudium; Graduiertenstudium; Hauptstudium; Politics of education; Bildungspolitik; Australien
Abstract	Working with beginning teachers to assist them to begin to "think what we do" (Arendt, 1998) in both mainstream and Indigenous education is problematic. This is particularly so because the majority of our teacher candidates, and indeed most of their university lecturers, are positioned close to the racial, social and cultural centre of Australian education. That is, teachers and teacher educators tend to be white, middle class, educationally successful, and accepting of the main premises and assumptions, purposes and values of formal schooling in Australia. This proximity to the centre can lead to an inability to question ideas and practices that, while everyday and seemingly innocuous, are frequently dangerous and destructive for those at the margins. In this article, we illustrate the normative power of hegemonic ideas by using aspects of the teen fiction "The Hunger Games" as an analogy for "thoughtless" and unquestioning acceptance of authority. We then describe and discuss a pedagogic practice used within the Master of Teaching program at the Melbourne Graduate School of Education. The practice is designed to challenge normative understandings about Australian history, teaching Indigenous Australian students, and to encourage engagement with the German-American Jewish philosopher and political theorist Hannah Arendt's provocative question "What are we doing?" (Arendt, 1998, p. 5). We conclude the article with a challenge to re-think current policies and practices in the education of Indigenous Australians. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01