Tracy Woodroffe

Advances in Global Education and Research: Volume 4

Publisher: Anahei Publishing

Date: 2021

DOI: 10.5038/9781955833042

Negotiating Indigenous higher education policy analysis at the cultural interface in the Northern Territory, Australia

Publisher: Informa UK Limited

Date: 05-06-2022

DOI: 10.1080/17508487.2022.2083647

A differentiated approach to Indigenous pedagogies: addressing gaps in teachers’ knowledge

Publisher: Springer Science and Business Media LLC

Date: 21-03-2023

DOI: 10.1007/S13384-023-00616-W

Abstract: Acknowledging Australian Indigenous cultural ersity involves respecting local Indigenous knowledge and perspectives. This can be difficult for teachers who do not know about Indigenous people and their knowledge. The Differentiated Indigenous Pedagogies project evaluated digitally available information describing Indigenous in this paper, ‘Indigenous’ will be used when referring to First Nations and Aboriginal and Torres Strait Islander peoples, pedagogies, policies, and institutional contexts in Australia apart from references used which use other terminology. The authors acknowledge the contested nature of terminology and use the term ‘Indigenous’ as it is consistent with the title of the research project on which this article is based pedagogies in the Northern Territory. The purpose was to consolidate findings to increase positive intercultural actions in the wider education community. An important aspect of the project is addressing gaps in western, non-Indigenous teacher knowledge pertinent to the ersity within Indigenous language groups and regions. Through searching for available Indigenous pedagogies as a teacher might, we found information differs in description and levels of relationality. Pedagogies are presented in numerous ways which complicates teachers’ cultural understandings. Common themes from search results and Indigenist educational research are used to define ways teachers can actively engage in more respectful, relational, and reconciliatory ways to develop a differentiated approach for themselves to use when working with Indigenous pedagogies.

International Handbook on Education Development in Asia-Pacific

Publisher: Springer Nature Singapore

Date: 2022

DOI: 10.1007/978-981-16-2327-1

The importance of including Indigenous knowledge in pre-service teacher education

Publisher: Charles Darwin University

Date: 2019

DOI: 10.25913/5EA306EA6F5EC

Exploring definitions of success in Northern Territory Indigenous higher education policy

Publisher: Informa UK Limited

Date: 30-01-2020

DOI: 10.1080/00220620.2020.1719391

‘Success’ in Indigenous higher education policy in the Northern Territory, Australia: reclaiming purpose for power

Publisher: Informa UK Limited

Date: 06-03-2022

DOI: 10.1080/13613324.2022.2047636

Do numbers speak for themselves? Exploring the use of quantitative data to measure policy ‘success’ in historical Indigenous higher education in the Northern Territory, Australia

Publisher: Informa UK Limited

Date: 27-12-2021

DOI: 10.1080/13613324.2021.2019003

Improving Indigenous student outcomes through improved teacher education: the views of Indigenous educators

Publisher: SAGE Publications

Date: 06-2020

DOI: 10.1177/1177180120929688

Abstract: This article describes an alternative approach to improving Indigenous student outcomes through improved teacher education, expressed through the views of Indigenous educators. The strategies required relate to the need for a cultural shift within the current Australian education system identified by Indigenous educators. The research demonstrates how connections between Westernised education systems and knowledge of Indigenous educators provide a locus of potential for the improved educational outcomes of Indigenous students. Indigenous educators’ knowledge about teaching and their specialist knowledge about Indigenous content place them in a position of epistemological privilege. The vehicle for change in the interests of Indigenous students is teacher education, and the driving force of untapped potential is Indigenous educators.

Presentation Feedback as an Indigenous methodology

Publisher: SAGE Publications

Date: 11-2021

DOI: 10.1177/0004944120969987

Abstract: This article explains Presentation Feedback as a potential Indigenous methodology realised during a research study. Presentation Feedback methodology involves a three-step method and is considered complementary to other methodologies such as Indigenous women’s standpoint theory and shared epistemology and is explained in this article as culture-specific, adding to the existing knowledge in the field of Indigenous ways of knowing. The Presentation Feedback methodology emerging from the research study helped the Indigenous researcher to utilise an Indigenous lens for more effective communication in the presentation of research concepts and themes at different stages of the research process. The researcher used the feedback from Indigenous audience members to reflect on concepts in and progression of the research. The impact was positive and helped the project gain momentum through Indigenous community support.

Charles Darwin University

Location: Australia

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Northern Territory University

Location: Australia

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CDU

Location: Australia

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University Of Melbourne

Location: No location found

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University Of Melbourne

Location: Australia

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Special Research Initiatives - Grant ID: SR120100005

Start Date: 12-2012

End Date: 12-2022

Amount: $3,198,392.00

Funder: Australian Research Council