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'Teaching from the Heart': Challenges for Non-Aboriginal Teachers Teaching Stage 6 Aboriginal Studies in NSW Secondary Schools
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Stern, Daniel; Burgess, Cathie – Australian Journal of Indigenous Education, 2021
This paper explores the unique challenges, experiences and circumstances that enable and/or constrain non-Aboriginal teachers involved in teaching the Stage 6 Aboriginal Studies syllabus in the New South Wales (NSW) curriculum (2010). Drawing on the yarning inquiry methodology of Bessarab and Ng'andu, seven semi-structured interviews were…
Descriptors: Social Justice, Indigenous Populations, Course Descriptions, Teacher Attitudes
Is There a Case for Mandatory Reporting of Racism in Schools?
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Auld, Glenn – Australian Journal of Indigenous Education, 2018
This paper explores how the colonial hegemony of racism in Australia could be disrupted in schools by introducing mandatory reporting of racism by teachers in Australia, and addresses the benefits and risks of mandatory reporting of racism. Using Aboriginal and Torres Strait Islanders as a case study, the ongoing prevalence of racism in schools is…
Descriptors: Foreign Countries, Racial Bias, Teacher Role, Disclosure
Teachers' Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum
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Baynes, Renee – Australian Journal of Indigenous Education, 2016
With the introduction of the Australian National Curriculum containing the "Aboriginal and Torres Strait Islander Histories and Cultures" Cross-Curriculum Priority (CCP) and "Intercultural Understanding" General Capability, there has been a renewed push to embed Indigenous content into secondary school subjects. This paper…
Descriptors: Foreign Countries, National Curriculum, Secondary School Science, Indigenous Knowledge
Meeting Country and Self to Initiate an Embodiment of Knowledge: Embedding a Process for Aboriginal Perspectives
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McKnight, Anthony – Australian Journal of Indigenous Education, 2016
Social justice is often the primary framework that directs academics to embed Aboriginal perspectives into teacher education programmes. The effectiveness and limitations of social justice as a catalyst and change agent was examined when six school of education academics from an Australian regional university were introduced to Yuin Country as…
Descriptors: Indigenous Populations, Indigenous Knowledge, Social Justice, Teacher Education
Learning from Anangu Histories: Population Centralisation and Decentralisation Influences and the Provision of Schooling in Tri-State Remote Communities
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Osborne, Sam – Australian Journal of Indigenous Education, 2015
Remote Australian Aboriginal and Torres Strait Islander schools and communities are diverse and complex sites shaped by contrasting geographies, languages, histories and cultures, including historical and ongoing relationships with colonialism, and connected yet contextually unique epistemologies, ontologies and cosmologies. This paper explores…
Descriptors: Foreign Countries, Indigenous Populations, Distance Education, Population Distribution
Towards a Decolonising Pedagogy: Understanding Australian Indigenous Studies through Critical Whiteness Theory and Film Pedagogy
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Hook, Genine – Australian Journal of Indigenous Education, 2012
This article explores student and teacher engagement with Australian Indigenous Studies. In this article I identify key themes in the film "September" (2007) that demonstrate how the film can be used as a catalyst for student learning and discussion. Critical whiteness theory provides a framework to explore three themes, the invisibility…
Descriptors: Indigenous Populations, Social Justice, Cultural Awareness, Foreign Countries