Consultation with Aboriginal and Torres Strait Islander people in early childhood education: the impact of colonial discourses

Miller, Melinda G.

doi:10.1007/s13384-015-0186-z

Cited by 7 publications

(8 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…If partners do not recognise and interrogate the cultural specificity of knowledges and practices, intercultural communication is vulnerable to damaging impacts of: unconscious bias (Furlong & Wight, 2011;Kerrigan et al, 2020); an absence of mutual respect (Aboriginal Resource and Development Services, 2008); policies and cultures of externally-controlled organisations (Lowell et al, 2003;Trudgen, 2000); systemic racism and power imbalances (Bond, 2015;Kerrigan et al, 2021a;Miller, 2015). Our study demonstrates that, to facilitate communication in collaborative workplaces, systems need to change to adequately recognise and reward Yolŋu team members' knowledges and skills.…”

Section: Discussionmentioning

confidence: 99%

“…Australia is a colonised country in which First Nations peoples maintain unceded sovereignty over lands and waters while also being governed by colonial structures, systems and policies (National Constitutional Convention, 2017). Around Australia, colonising practices are deeply embedded in institutions, policies and systems which are dominated by ethnocentric Euro-western thought, English language and Balanda control in fields such as: children's education and care (Fasoli et al, 2019;Miller, 2015); health (Bond, 2015;Kerrigan et al, 2021b;Lowell et al, 2003;Trudgen, 2000); law (Aboriginal Resource and Development Services, 2008;Grimes, 2012); employment (Trudgen, 2000); and government and decision making (Marika et al, 2009;Watego, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…First Nations Australian peoples have strong cultural, linguistic and political identities, and are frequently expected to interact with Balanda systems and Englishspeaking staff from different cultural backgrounds. Communication partners from Euro-western cultures often lack awareness of the cultural specificity of their knowledge and skills, and of how colonial discourses shape their systems of service provision (Christie, 2009;Furlong & Wight, 2011;Kitson & Bowes, 2010;Lowell et al, 2005Lowell et al, , 2015Miller, 2015). Collaborative, sustained partnerships, encompassing reciprocal and effective intercultural communication, are pivotal in these contexts but, in practice, there are often many barriers to developing these partnerships (Grimes, 2012;Guenther & Osborne, 2018;Kerrigan et al, 2021b;Lowell et al, 2003Lowell et al, , 2015Miller, 2015;Trudgen, 2000;van Gelderen & Guthadjaka, 2021).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Nhaltjan dhu ḻarrum ga dharaŋan dhuḏi-dhäwuw ŋunhi limurr dhu gumurrbunanhamirr ga waŋanhamirr, Yolŋu ga Balanda: how we come together to explore and understand the deeper story of intercultural communication in a Yolŋu (First Nations Australian) community

Armstrong

Maypilama

Bukulatjpi

et al. 2023

AlterNative: An International Journal of Indigenous Peoples

View full text Add to dashboard Cite

This study explored intercultural communication from the perspectives of partners from different cultural and linguistic backgrounds. We used a culturally responsive form of video-reflexive ethnography to study intercultural communication processes between Yolŋu, pronounced Yolngu (First Nations people from the region that is now called North-East Arnhem Land, Northern Territory, Australia) and Balanda (non-Indigenous people). Yolŋu and Balanda researchers worked collaboratively throughout the study (2017–2021). In a very remote Yolŋu community in northern Australia, five early childhood assessment interactions were recorded and analysed by the 40 Yolŋu and Balanda participants. Researchers analysed data collaboratively using an approach aligned with constructivist grounded theory. We connected key research findings about intercultural communication processes to a place-based metaphor which foregrounds Yolŋu cultural knowledge and encourages reflection on deeper ways of thinking about how we connect, collaborate and communicate interculturally.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Nhaltjan dhu ḻarrum ga dharaŋan dhuḏi-dhäwuw ŋunhi limurr dhu gumurrbunanhamirr ga waŋanhamirr, Yolŋu ga Balanda: how we come together to explore and understand the deeper story of intercultural communication in a Yolŋu (First Nations Australian) community

Armstrong

Maypilama

Bukulatjpi

et al. 2023

AlterNative: An International Journal of Indigenous Peoples

View full text Add to dashboard Cite

show abstract

“…Indigenous culture and knowledge in Australian education are predominantly understood through the lenses of the dominant power. Miller (2015: 561–562) concurs that these ‘The capacity to identify and respond to imbalanced relations in consultation processes requires educators to far exceed current policy directives and standards’. Likewise, Baloy (2016: 209) states that the hegemonic perspective assigns Indigeneity a place that is ‘cultural not political, visual not otherwise sensorial, passively observed not participatory’.…”

Section: Indigenous Knowledge As a Counter-hegemonic Forcementioning

confidence: 99%

Why aren’t we there yet? A typology for evaluating resistant and counter-hegemonic practices

Bin

Oxworth

2022

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

Neo-liberalism continues to expand its grip on education, despite fierce opposition. As an economic and political hegemony, neo-liberalism silences alternative viewpoints and neutralises resistance. Using an example of integrating Australian Indigenous pedagogy in early childhood initial teacher education, this article puts forward a typology for examining and evaluating various forms of resistant and counter-hegemonic endeavours. Taking a Gramscian perspective of hegemonic struggles as multifaceted and dynamic, the proposed model comprises three levels: practical, critical and political. Neo-liberalism has intricate linkages to the colonial past. The current domination of Northern theory expounds knowledge primarily from the industrial West in the Global North. In contrast, Indigenous knowledge from the marginalised Global South is envisioned as a counter-hegemonic force. Within this context, the authors illustrate how the proposed model could be used to evaluate resistant practices in the case of practising Australian Indigenous pedagogies of dadirri and yarning circles in early childhood initial teacher education.

show abstract

“…the Dutch also established the Pan-Papuan Principle in order to raise up the Papuan's self-esteem and self-dignity in combating the nationalist propaganda of President Sukarno in the early 1960s (Horsley & Laws, 1992). Therefore, the evolution of Papuan nationalism has gone hand in hand with this Dutch created nation building mantra ( (Miller, 2015) During the Suharto regime, the Indonesian government greedily exploited the natural resources while ignoring the development of the local community. For example, the central government took over 3.82 million hectares of ancestral lands of the Amungme and Kamoro tribes for PT Freeport Indonesia without any permission (Brundige et al, 2004) Despite the BPKP have published and used since 2013 none of either person or institution conducting the research due to this.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study Between The Papua Contextual Textbook (BPKP) and The Government Published

Degei

2023

SLJIL

View full text Add to dashboard Cite

This paper is a study of two mathematical resources in the Indonesian primary education system. It is an empirical study that will compare the two booklets in the West Papua context. This paper will concentrate on 4 aspects of a contextual analysis framework used the Trends in International Mathematics and Science Study (TIMSS). The 4 aspects used in this study are structure, content, expectation and language. In 2013, Wamena Christian Foundation School (WCFS) published the Papua Contextual Textbooks: Buku Paket Kontekstual Papua (BPKP). These textbooks consisted of two subjects Mathematics and Bahasa Indonesia for Grade 1, 2 and 3 at the Primary Schools. This research examines the resource “Buku Paket Kontekstual Papua” (BPKP) which was designed by Wamena Christian Foundation School (WCFS) and the other resource “Matematika Untuk SD/MI Kelas 1” (MTG1_DH) which is the government issues resource designed by Djaelani and Haryono in 2008. The purpose of these textbooks is to uplift the education outcome from Indigenous Papuans in literacy and numeracy. After many good results from testing the Governor of West Papua and The Head of Education and Cultural Department ordered all school to utilise the BPKP textbook for the delivery of maths instruction. This paper will examine the difference later in the paper. What also will be examined is why this was so? The Governor of West Papua and the Head of Education and Cultural Department ordered the usage of BPKP resource without any empirical evidence to support him excepting the testing results. In using the textbook analysis process the research was able to identify significant differences in all areas of the textbook analysis. Through this process, the research will TIMSS definition of what a textbook analysis should consist of TIMSS identify 4 areas that make a good textbook analysis. The structure requires you to incorporate reference, substitution, ellipsis, conjunction and lexical when examining books. Content has 4 factors that define an analysis. These are motivation, comprehension cues, technical aids and philosophical position. Expectation requires empathy and philosophy. Language examines the narration and description aspect of a text. This analytical research paper will highlight the significant difference between the two resources and the effect it has on the West Papuan learners of Mathematics in the Primary School grades of 1, 2 & 3.

show abstract

Consultation with Aboriginal and Torres Strait Islander people in early childhood education: the impact of colonial discourses

Cited by 7 publications

References 23 publications

Nhaltjan dhu ḻarrum ga dharaŋan dhuḏi-dhäwuw ŋunhi limurr dhu gumurrbunanhamirr ga waŋanhamirr, Yolŋu ga Balanda: how we come together to explore and understand the deeper story of intercultural communication in a Yolŋu (First Nations Australian) community

Nhaltjan dhu ḻarrum ga dharaŋan dhuḏi-dhäwuw ŋunhi limurr dhu gumurrbunanhamirr ga waŋanhamirr, Yolŋu ga Balanda: how we come together to explore and understand the deeper story of intercultural communication in a Yolŋu (First Nations Australian) community

Why aren’t we there yet? A typology for evaluating resistant and counter-hegemonic practices

A Comparative Study Between The Papua Contextual Textbook (BPKP) and The Government Published

Contact Info

Product

Resources

About