ORCID Profile
0000-0002-7958-9342
Current Organisations
University at Buffalo
,
Griffith University
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Curriculum and Pedagogy Theory and Development | Aboriginal and Torres Strait Islander Education | Specialist Studies in Education
Syllabus and Curriculum Development | Aboriginal and Torres Strait Islander Education |
Publisher: Routledge
Date: 11-2018
Publisher: Informa UK Limited
Date: 08-08-2014
Publisher: Cambridge University Press (CUP)
Date: 23-09-2021
DOI: 10.1017/JIE.2020.30
Abstract: Abstract Culturally responsive approaches to schooling (CRS) aim to address pervasive inequities that exist in education. More specifically, CRS practices seek to improve the experiences and academic achievements of marginalised and minoritised learners, such as those from culturally and linguistically erse backgrounds. In this paper, we consider the possibilities for CRS in the context of Australia where Indigenous students (along with their parents, peers and teachers) are consistently reminded, courtesy of the deficit government policies and ‘close the gap’ rhetoric, that they have the worst educational outcomes of any settler society. This paper does not seek to offer fixed solutions in response to this. Rather, based on shared experience researching and teaching together that draw on CRS, the paper foregrounds a collaborative culturally responsive dialogue between the authors. Together we discuss, deliberate and despair about the state of the education system for Indigenous students, we also remain tentatively hopeful about how CRS might become embedded in teaching and learning, through teacher professional learning, in ways that are relevant to the Australian context.
Publisher: Routledge
Date: 15-05-2018
Publisher: Springer International Publishing
Date: 2023
Publisher: Routledge
Date: 24-07-2013
Publisher: Springer International Publishing
Date: 2023
Publisher: Springer Science and Business Media LLC
Date: 04-2019
Publisher: Springer Science and Business Media LLC
Date: 04-2019
Publisher: Palgrave Macmillan US
Date: 2012
Publisher: Informa UK Limited
Date: 05-2012
Publisher: John Benjamins Publishing Company
Date: 21-01-2021
Abstract: The influential role of parents has long been acknowledged as a key contributor to children’s bilingual development. Parents’ home-based informal efforts to foster children’s bilingual abilities are described as family language policies (FLPs). The important connection between bilingualism and FLP has been established, but to date there are few studies concerning Korean immigrant families in Australia, highlighting their unique cultural values. According to traditional Korean cultural values, mothers play a central role as An-hae (the sun inside) to facilitate their children’s language development ( Kim, 2006 ). This study aimed to create a clearer picture of Korean mothers’ beliefs about bilingualism and their FLPs. The participants were six Korean mothers with their children attending a community language program in Sydney. There are two data sets for this study: a six-weeks’ FLP daily log of each family and a focus group interview. A thematic analysis of these data revealed the richness and specificity of FLPs for bilingual development. This paper concludes with implications for a future research agenda.
Publisher: Informa UK Limited
Date: 2021
Publisher: Springer International Publishing
Date: 2023
Publisher: Springer Science and Business Media LLC
Date: 04-03-2019
Publisher: Springer Science and Business Media LLC
Date: 04-03-2019
Publisher: Springer International Publishing
Date: 2023
Publisher: Springer International Publishing
Date: 2023
Publisher: Routledge
Date: 12-06-2015
Publisher: Informa UK Limited
Date: 27-12-2019
Publisher: Informa UK Limited
Date: 03-07-2015
Publisher: Springer Science and Business Media LLC
Date: 23-05-2017
Publisher: Routledge
Date: 15-05-2018
Publisher: Informa UK Limited
Date: 12-06-2021
Publisher: Wiley
Date: 20-10-2023
DOI: 10.1002/CURJ.231
Publisher: Springer Science and Business Media LLC
Date: 14-11-2014
Publisher: Springer International Publishing
Date: 2023
Publisher: Informa UK Limited
Date: 2022
Publisher: Informa UK Limited
Date: 2021
Publisher: The University of Queensland
Date: 22-01-2012
DOI: 10.1017/JIE.2012.25
Abstract: It is the aim of this article to provoke debate and encourage greater scrutiny regarding the use and meaning of the expression ‘Indigenous education’ within the discursive practices, research and policy in Australian education. Drawing on Hall's (2007) development of ideas from Foucault that give rise to ‘Indigenous education’ being viewed as a ‘regime of truth’, it is my contention that the widespread and largely uncritical use of this expression is contributing to sustaining deficit assumptions regarding the engagement and outcomes of Indigenous students within Australian schools. To explore this concern, I will first ‘archaeologically’ excavate (Scheurich, 1997) the emergence of this ‘regime’ within the Australian setting. Following on from this, I will discuss and reflect upon recent debates associated with initiatives designed to ‘close the gap’ when comparing Indigenous and non-Indigenous student achievements in education. Given the changes inaugurated by the Labor-led ‘Education Revolution’ since 2007, this is a particularly pertinent line of inquiry to take up, with the focus of this article largely concerned with its impact in the Queensland setting.
Publisher: Informa UK Limited
Date: 02-07-2016
Publisher: Routledge
Date: 11-2017
Publisher: SAGE Publications
Date: 05-2023
Publisher: Springer Science and Business Media LLC
Date: 04-03-2019
Publisher: Springer Science and Business Media LLC
Date: 04-03-2019
Publisher: Springer Science and Business Media LLC
Date: 15-03-2019
Publisher: Springer Science and Business Media LLC
Date: 21-03-2019
Publisher: Routledge
Date: 15-05-2018
Publisher: Edith Cowan University
Date: 08-2018
Publisher: Informa UK Limited
Date: 24-05-2012
Publisher: Informa UK Limited
Date: 13-02-2020
Publisher: SAGE Publications
Date: 24-01-2023
DOI: 10.1177/00345237231152603
Abstract: In recent years a suite of policies and practices that are strongly influenced by efforts to make the work of educators and education providers more accountable, have had a powerful impact across the sector in settings such as Australia. In part, this goes some way to explaining why many working in the teaching profession report being dissatisfied with their role in education, and significant numbers leave the profession within the initial 5 years in Australia. Both in this context and beyond, there is a growing chorus of voices that encourage finding ways to push back and interrupt the impacts of accountability initiatives in education. Teacher education is itself one of the contexts in which this contestation is playing out, and whether it be voiced in terms of reimagining, revolutionising, or reclaiming education, the core sentiment can be interpreted as a type of call to arms for those working with educators. In this paper, I will make the case that punk can productively contribute to efforts responding to the influences of dominant culture in education. Punk in this usage can be thought of as social practices that generate cultural resources that can be utilised to question and critique dominant culture.
Start Date: 2021
End Date: 2024
Funder: Australian Research Council
View Funded ActivityStart Date: 04-2021
End Date: 04-2025
Amount: $330,000.00
Funder: Australian Research Council
View Funded Activity