ORCID Profile
0000-0002-4845-1711
Current Organisations
RMIT Online
,
University of New South Wales
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Springer Science and Business Media LLC
Date: 07-04-2023
DOI: 10.1007/S13384-022-00517-4
Abstract: This paper contributes evidence-based scholarship to how teachers understand the value of Aboriginal student-focussed programmes and how discourses of Indigeneity appear to influence those views. Interviews with n = 22 teachers across n = 3 secondary school sites in New South Wales highlighted teachers’ understanding of Aboriginal programmes as primarily contributing to students’ behavioural and academic improvement. The interviewed teachers spoke positively about Aboriginal students’ current academic achievements and prospects for their bright futures as graduates, albeit from within deficit and colour-blind discourses. Utilising Moodie’s Decolonising Race Theory framework, teachers’ juxtaposing beliefs resonate with existing decolonising education research which indicates a performativity of cultural inclusion through adherence to settler-colonial practices, while at the same time, an intellectual desire to move away from the legacy of Australia’s contentious colonial past.
Publisher: Springer Science and Business Media LLC
Date: 16-07-2023
DOI: 10.1007/S13384-022-00546-Z
Abstract: When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school–community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view these themes through a critical Indigenous lens to understand the Principals’ discourses around Aboriginal student experiences at school and their role in improving outcomes. This revealed contradictory positionings within and between Principal comments, from blaming students and their families for their underachievement, to implementing cultural programmes to build confidence to become self-determining adults. This data provides new ways of thinking through discourses about Aboriginal students and their families, communities, schools, teachers and Principals, and challenges some of the ‘regimes of truth’ that position these groups in particular ways.
Publisher: Cambridge University Press (CUP)
Date: 07-04-2016
DOI: 10.1017/JIE.2016.2
Abstract: The aim of this article is to provide teachers with knowledge of ways in which Eurocentric (re)naming practices inform contemporary pedagogical approaches, while providing understandings pertinent to the mandatory inclusion of the cross-curriculum priority area: Aboriginal and Torres Strait Islander histories and cultures (Australian Curriculum Assessment and Reporting Authority, 2015). While we have focused on Eurocentric naming practices, we have also been conscious of names used by Aboriginal peoples and Torres Strait Islanders to name themselves and others and as non-Indigenous Australians we acknowledge that it is not our place to explore these in detail, or offer alternatives. In this article, we have explored the history of nomenclature as it relates to original inhabitants, the connotations of contemporary (re)naming practices in Australian education and discussed the importance of drawing on cultural protocols and engaging local communities for teaching and learning of Aboriginal and Torres Strait Islander histories and cultures. It is anticipated that discussions arising from this article may open up spaces where teachers may think about ways in which they approach Aboriginal and Torres Strait Islander histories and cultures.
Publisher: Informa UK Limited
Date: 08-02-2022
Publisher: Cambridge University Press (CUP)
Date: 02-09-2021
DOI: 10.1017/JIE.2019.12
Abstract: Abstract Contemporary scholarly critique in Indigenous research spaces has tended to focus on binary dualities, including the purpose of Indigenous-focused research, and the legitimacy of researcher identity, research knowledge and truth. Yet, perhaps unintentionally, such interrogation has led to the continued (re)construction and maintenance of false race-based dichotomies. In this paper, one way in which we seek to step beyond binary race-based discourses is by advocating for the advancement of cross-cultural research practices that interweave traditional and contemporary communication practices. We put forward the case that by knitting together Eurocentric and Indigenous research methodologies, Lawrence-Lightfoot's (2005, Qualitative Inquiry 11, 3–15) portraiture method, and Aboriginal practices of storytelling/yarning, the cross-cultural oral narrative portraiture method enables co-construction of more holistic, culturally nuanced and responsive stories, where meaning, context and reason resonate. In the 21st century research space, we open dialogue for thinking about data as stories, and advocate for contemporary intercultural research processes that are inclusive, engaging and promote co-construction of narratives for storying.
Publisher: SAGE Publications
Date: 09-10-2018
Abstract: While no major change in relation to student attrition and retention data has been recorded over the past 20 years, the increasingly neoliberal agenda imposed on Australian higher education institutions has led to increased scrutiny around such data. In this case study, we explore discourses of attrition and retention to understand better the unique needs of students, and influences of targeted student support programs, as they transition to a regional higher education learning environment. We applied a mixed methods approach via a poststructuralist lens to identify frequency of nodes in relation to dimensions of the Kahu’s conceptual framework of engagement, antecedents and consequences model and present staff ( n=6) and student ( n=7) perceptions about the tangible value of knowledge, engagement, participation, and reportable outcomes of student support programs. Our findings indicate that staff tend to view student support programs from deficit discourses, whereas students view them as empowering.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Singapore
Date: 2019
Publisher: Informa UK Limited
Date: 27-05-2019
Publisher: Elsevier BV
Date: 02-2019
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Science and Business Media LLC
Date: 13-02-2023
Publisher: Springer Science and Business Media LLC
Date: 17-12-2022
Publisher: Springer Science and Business Media LLC
Date: 21-12-2023
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Science and Business Media LLC
Date: 20-01-2023
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Singapore
Date: 2019
Publisher: Springer Singapore
Date: 2019
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer International Publishing
Date: 2021
Publisher: Informa UK Limited
Date: 21-10-2017
No related grants have been discovered for Sara Weuffen.