University-Qualified Indigenous Early Childhood Teachers Voices of Resilience

Autor/inn/en	Fleet, Alama; Kitson, Ros; Cassady, Bevan; Hughes, Ross
Titel	University-Qualified Indigenous Early Childhood Teachers Voices of Resilience
Quelle	In: Australian Journal of Early Childhood, 32 (2007) 3, S.17-25 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0312-5033
Schlagwörter	Focus Groups; Indigenous Populations; Preschool Teachers; Foreign Countries; Teacher Qualifications; Preservice Teacher Education; Interviews; Student Teacher Attitudes; Cultural Differences; Cultural Influences; Family Influence; Student Needs; Educationally Disadvantaged; Access to Education; Educational Finance; Collegiality; Educational Environment; Social Influences; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Lehrqualifikation; Lehramtsstudiengang; Lehrerausbildung; Interviewing; Interviewtechnik; Kultureller Unterschied; Cultural influence; Kultureinfluss; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsfonds; Kollegialität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialer Einfluss; Australien
Abstract	Demonstrating persistence and resilience, increasing numbers of Aboriginal and Torres Strait Islander early childhood teachers are gaining university qualifications. This paper explores factors that support and constrain these students on the path to their degrees. Investigated through a cycle of interviews and focus groups, otherwise perceived as taking time to chat and yarn, the data speaks through Aboriginal and Torres Strait Islander voices. Graduates from a cohort-specific three-year degree program, and several of their colleagues from an earlier program, share their reflections. The importance of family, community and infrastructure support is apparent, as well as recognition of complexities of "both ways" learning (Hughes, Fleet & Nicholls, 2003) and cultural boundary crossing (Giroux, 2005). Highlighting salient factors is critical in efforts to create and maintain conditions in which Aboriginal and Torres Strait Islanders can gain university qualifications and extend their professional contributions. (Contains 1 table.) (As Provided).
Anmerkungen	Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail: publishing@earlychildhood.org.au; Web site: http://www.earlychildhoodaustralia.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10