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Autor/inVass, Greg
Titel'Aboriginal Learning Style' and Culturally Responsive Schooling: Entangled, Entangling, and the Possibilities of Getting Disentangled
QuelleIn: Australian Journal of Teacher Education, 43 (2018) 8, S.89-104, Artikel 6 (17 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0313-5373
SchlagwörterCognitive Style; Indigenous Populations; Culturally Relevant Education; Politics of Education; Educational Change; Teaching Methods; Learning Theories; Foreign Countries; Educational Practices; Secondary School Teachers; High School Students; Teacher Educators; Teacher Attitudes; Racial Differences; Cultural Differences; Cultural Awareness; Australia
AbstractArising from the author's experiences as a high school teacher, and now teacher educator and education researcher, this article is motivated by concerns to do with 'good' schooling practices in connection with Indigenous education in Australia. More specifically, the paper critically considers the enduring and worrying influences of 'Aboriginal learning style theory', alongside considering the possibilities of culturally responsive approaches. While interest in culturally responsive schooling is growing, the argument put forward here is that concomitant with these efforts, more attention needs to be invested into teasing out how and why this approach differs from learning styles in significant ways, such as by focusing on the sociopolitical consciousness of students in schooling. Thus, a deeper engagement with the cultural politics of education itself may make a useful contribution to the changes needed if education practices are to genuinely move beyond attempting to 'fix' the Indigenous 'problem'. (As Provided).
AnmerkungenEdith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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