Indigenous Australian Education: A New Millennium, a More Focused Approach.

Autor/in	Tripcony, Penny
Titel	Indigenous Australian Education: A New Millennium, a More Focused Approach.
Quelle	(2001), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Aboriginal Australians; Cultural Awareness; Educational Needs; Educational Policy; Elementary Secondary Education; Equal Education; Foreign Countries; Higher Education; Indigenous Personnel; Power Structure; Preschool Education; Racial Bias; Self Concept; Stereotypes; Teacher Education; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Aborigines; Australia; Australien; Cultural identity; Kulturelle Identität; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pre-school education; Vorschulerziehung; Racial discrimination; Rassismus; Selbstkonzept; Klischee; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Considerable progress has been made in Australia toward the attainment of equitable educational outcomes by Aboriginal people during the past 30 years, and by people of the Torres Strait Islands during the past 15 years. Although parity of outcomes has not yet been achieved, Indigenous education is now positioned within the core business of both government and non-government education systems, and a range of initiatives are taking place both at the policy and the school levels. It essential, however, that teachers are aware of the issues that impact on Indigenous students' learning. The issue of culture is problematic, because educators often assume there is a single Aboriginal or Torres Strait culture, which leads to stereotyping. All students need to be accepted as individuals, and provided with educational opportunities accordingly. The critical period for identity formation is childhood and adolescence, which means that in both primary and secondary schools, teacher interactions with students can influence how students construct their identities. Low expectations of children can result in low self-esteem. Aboriginal children need positive support to overcome negative self-concept and low self-esteem. Educational inequality is related to unequal power relationships. Schools can develop in students the knowledge and skills to contribute to social change and justice. Teacher educators must incorporate these issues into pre-service, in-service, and professional development programs for all teachers. (TD)
Anmerkungen	For full text: http://www.acea.edu.au/elo/newsletters/mel_conference/22.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC