Aboriginal Community Engagement in Primary Schooling: Promoting Learning through a Cross-Cultural Lens

Autor/inn/en	Turner, Angela; Wilson, Katie; Wilks, Judith L.
Titel	Aboriginal Community Engagement in Primary Schooling: Promoting Learning through a Cross-Cultural Lens
Quelle	In: Australian Journal of Teacher Education, 42 (2017) 11, S.96-116, Artikel 7 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Indigenous Populations; Social Capital; Elementary School Students; Elementary School Teachers; Cultural Awareness; Foreign Countries; Action Research; Pacific Islanders; Self Efficacy; National Curriculum; Teacher Attitudes; Rural Areas; History Instruction; Indigenous Knowledge; Mixed Methods Research; Cooperation; Gardening; Pedagogical Content Knowledge; Questionnaires; Semi Structured Interviews; Teacher Workshops; Faculty Development; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Sozialkapital; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cultural identity; Kulturelle Identität; Ausland; Projektforschung; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Rural area; Ländlicher Raum; History lessons; Geschichtsunterricht; Co-operation; Kooperation; Gartenarbeit; Pädagogische Kompetenz; Fragebogen; Australien
Abstract	This article reports on action research conducted at a primary school in rural New South Wales, Australia. The research responded to an expressed school aspiration to foster greater understanding of local Aboriginal culture, historical perspectives and knowledge systems within the school. An exploratory model was developed using a mixed methods approach to investigate nonAboriginal teacher perceptions and self-efficacy with teaching Aboriginal and Torres Strait Islander content specified in the Australian Curriculum. A Bush Tucker Garden was established as a 'Pathway of Knowledge' acting as a vehicle for collaboration between Aboriginal and non-Aboriginal stakeholders. Through their participation in this project the teachers were brought together with local Gumbaynggirr Elders, creating a space for the sharing of social capital. Teacher cultural knowledge and understanding was strengthened, enriching the student's learning experience. The findings are of relevance to primary school teachers, curriculum stakeholders and education providers in the broader field of Aboriginal education. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01