A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students

Burgess, Cathie; Tennent, Christine; Vass, Greg; Guenther, John; Lowe, Kevin; Moodie, Nikki

doi:10.1007/s13384-019-00315-5

Cited by 34 publications

(9 citation statements)

References 46 publications

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“…In fact, it is evident that pedagogical recommendations for enhancing Indigenous students' outcomes may apply to all students. For example, Craven et al (1999; see also Burgess et al, 2019) emphasised the importance of the teacher organising the environment to facilitate student learning, having good knowledge of learning theory and learners (including their home environment and prior experiences), suspending personal judgement, and fostering classrooms where a variety of views are explored and respected. Considering all these elements of pedagogy, it may be that assisting Indigenous students and non-Indigenous students need not be a zero-sum game; though, it would be interesting to determine if they yield a distinctly positive effect for Indigenous students (as Craven et al, 1999 suggest), thereby helping close achievement gaps between Indigenous and non-Indigenous students.…”

Section: Implications For Practice and Policymentioning

confidence: 99%

Motivation and engagement among Indigenous (Aboriginal Australian) and non-Indigenous students

Martin

Ginns

Anderson

et al. 2021

Educational Psychology

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Among a sample of 472 Indigenous high school students, juxtaposed with 15,884 non-Indigenous students from the same 54 schools, we investigated variation in motivation and engagement from school to school, and the role of motivation and engagement in predicting various academic outcomes (aspirations, buoyancy, homework completion, and achievement). We found significantly lower mean-levels of motivation and engagement among Indigenous students. Importantly, however, after accounting for age, gender, socio-economic status (SES), and prior achievement, the motivation and engagement differences between Indigenous and non-Indigenous students were markedly reduced. We also found that Indigenous students' positive motivation and engagement (e.g. self-efficacy, mastery orientation, etc.) predicted academic outcomes to a significantly greater extent than their negative motivation and engagement (e.g. anxiety, selfhandicapping, etc.) predicted these outcomes. Findings are discussed with particular focus on how they may be helpful in identifying ways to enhance the educational outcomes of Indigenous students.

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Section: Implications For Practice and Policymentioning

confidence: 99%

Motivation and engagement among Indigenous (Aboriginal Australian) and non-Indigenous students

Martin

Ginns

Anderson

et al. 2021

Educational Psychology

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“…Relationship building has long been acknowledged as key to engaging Indigenous students in their learning (Bishop et al, 2014b;Burgess et al, 2019). In this project, the mentees, Linda, Kate, Anna and Rick noted that learning from the Aboriginal cultural mentors, Mia, Sarah, Phillip and Joan, occurred through observing and participating in relationship building processes and activities.…”

Section: Relationshipsmentioning

confidence: 99%

Aboriginal cultural educators teaching the teachers: mobilisng a collaborative cultural mentoring program to affect change

Burgess

Harwood

2021

Aust. Educ. Res.

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This paper discusses an Aboriginal cultural mentoring project for non-Aboriginal teachers that positions Aboriginal people front and centre as cultural and educational experts. In so doing it sets out to contribute to work in Australia that challenges ‘common’ understandings about mentoring in educational contexts where the expert is usually a western-educated non-Aboriginal teacher. In this project, non-Aboriginal teachers are supported in implementing culturally responsive curriculum and pedagogies into their classroom through building relationships with Aboriginal mentors and students. Analysis of thirteen pre and post surveys, four mentee interviews and one mentee focus group, illuminated the emergence of collaborative cultural mentoring processes, where teachers developed trusting, reciprocal and respectful relationships with Aboriginal people. We argue that a systematic, well-supported Aboriginal cultural mentoring program can be used to create and convert new knowledge into practice, and that this can have a positive impact on teachers’ understanding of teaching/learning processes thereby contributing to Aboriginal student engagement in their learning.

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“…As a matter of urgency for the research community, however, the Aboriginal Voices project has found significant distance between the aspirations and priorities held by Indigenous students' and their families, and the quality of evidence those priorities deserve. There is a gap between teacher practice in the classroom, teacher perception of that practice, and its impact on Indigenous students (Burgess et al, 2019). There is a gap between what Indigenous students and families know keeps them safe at school (anti-racism plans) and what happens at school (denial of their identity, harassment, assault and abuse) (Moodie, Maxwell, & Rudolph, 2019).…”

Section: Special Issue Editorial: Systematic Reviews In Indigenous Educationmentioning

confidence: 99%

Special issue editorial: systematic reviews in Indigenous education

Moodie

Vass

Lowe

2021

Asia-Pacific Journal of Teacher Education

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A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students

Cited by 34 publications

References 46 publications

Motivation and engagement among Indigenous (Aboriginal Australian) and non-Indigenous students

Motivation and engagement among Indigenous (Aboriginal Australian) and non-Indigenous students

Aboriginal cultural educators teaching the teachers: mobilisng a collaborative cultural mentoring program to affect change

Special issue editorial: systematic reviews in Indigenous education

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