Strengthening Identities and Involvement of Aboriginal Children through Learning on Country

Autor/inn/en	Jackson-Barret, Elizabeth M.; Lee-Hammond, Libby
Titel	Strengthening Identities and Involvement of Aboriginal Children through Learning on Country
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 6, S.85-104, Artikel 6 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Self Concept; Indigenous Populations; Comparative Analysis; Outdoor Education; Spiritual Development; Cultural Context; Geographic Location; Indigenous Knowledge; Teaching Methods; Classroom Environment; Foreign Countries; Measures (Individuals); Instructional Effectiveness; Well Being; Play; Standards; Cultural Awareness; Elementary School Students; Learning Experience; Semi Structured Interviews; Teacher Attitudes; Social Development; Emotional Development; Elementary School Teachers; Outcomes of Education; Australia + Suchen Sie Ihr Suchwort? Selbstkonzept; Sinti und Roma; Freiluftunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Ausland; Messdaten; Unterrichtserfolg; Well-being; Wellness; Wohlbefinden; Spiel; Standard; Cultural identity; Kulturelle Identität; Lernerfahrung; Lehrerverhalten; Soziale Entwicklung; Gefühlsbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; Australien
Abstract	Djarlgarra Koolunger (Canning River kids) is a culturally centred outdoor learning project referred to as 'On Country Learning' or OCL. The project explores Aboriginal connectedness to the spiritual, social, cultural, environmental and geographic dimensions of particular outdoor spaces. This allows Indigenous and non- Indigenous students and their educators to connect at what Nakata (2007) terms the 'cultural interface'. OCL offers opportunities to transform the ways in which schools engage with Aboriginal perspectives whilst facilitating deep learning through what we describe as culturally responsive pedagogies. This paper stories the journey of Aboriginal students and their teachers, engaging in learning that is situated on Country. We examine the involvement of children when learning on Country and provide analysis using the Leuven Involvement Scales (1994). The analysis compares this group of children in a classroom context and an on Country context over a period of six months and provides preliminary evidence of the efficacy of this approach. (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