Culturally Responsive Relationships Focused Pedagogies

Burgess, Cathie; Evans, John R.

doi:10.4018/978-1-5225-0897-7.ch001

Cited by 13 publications

(19 citation statements)

References 44 publications

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“…Engagement may include being actively involved in the delivery of cultural programmes and participating in cultural events throughout the school year (Lowe, 2010, 2016; SAAETCB, 2011; Burgess and Evans, 2017). Working with parents and community members enables teachers to examine and reflect upon pedagogic practices that may impinge upon Aboriginal identity, self-esteem and engagement in learning (Lowe, 2016).…”

Section: Process For Achieving the Benefits Of School–community Partnershipmentioning

confidence: 99%

“…Importantly, improvements are being achieved in academic performance and attendance by Aboriginal students as a result of parent and/or community involvement in school (Guenther et al ., 2016; Lowe, 2016; Burgess and Evans, 2017). Furthermore, school–community partnerships can foster a range of supportive relationships within the community.…”

Section: Process For Achieving the Benefits Of School–community Partnershipmentioning

confidence: 99%

“…Furthermore, school–community partnerships can foster a range of supportive relationships within the community. Specifically, community members can support one another in sharing concerns; gain confidence in becoming involved in school activities and make new friendships (Schwab and Sutherland, 2001; Burgess and Evans, 2017).…”

Section: Process For Achieving the Benefits Of School–community Partnershipmentioning

confidence: 99%

“…For example, the Commonwealth-sponsored project, What Works agenda (Commonwealth of Australia, 2012), has been operating for some 20 years with no evidence of any substantive empirical work demonstrating why things work or do not work (Lowe, 2010). In short, although growing research knowledge supports the beneficial elements of partnership models there is no clear evidence that efforts have been made towards establishing an empirical basis to verify the processes of models that lead to and sustain educational positive outcomes (Lowe, 2016; Burgess and Evans, 2017).…”

Section: Process For Achieving the Benefits Of School–community Partnershipmentioning

confidence: 99%

“…Despite a number of national projects and policy statements regarding school–community partnerships being introduced across the school sector, research findings in general continue to identify a disjuncture between school and Indigenous communities regarding effective communication, partnerships and collaboration (Luke et al ., 2013; Guenther et al ., 2016; Lowe, 2016). There are many reasons for this: cultural and language differences make it difficult for shared understandings; priorities differ so that the goals of the two groups cannot be reconciled; interests differ so that the issues one group considers important are not valued by the other and economic circumstances (Guenther et al ., 2016; Lowe, 2016; Burgess and Evans, 2017). Many of these issues are invisible to the people in both groups so that reaching consensus can be a challenge and the development of strong relationships is difficult.…”

Section: Challenges For the Development And Maintenance Of School–community Partnershipsmentioning

confidence: 99%

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Building effective school–community partnerships in Aboriginal remote school settings

Gower

Ferguson

Forrest

2020

AJIE

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The benefits of school and community partnerships are well documented in government reports and the academic literature. A number of government initiatives have been introduced to actively involve parents and the community in school matters. In addition, various agencies have produced resource kits and guidelines to assist schools and communities to develop and foster partnerships, and partnership agreements. Much of this study has focused on working with Aboriginal peoples. The use of the term, ‘Aboriginal’ in this paper refers to Aboriginal and Torres Strait Islander people. Initiatives such as ‘What Works’ have had some success in building strong Aboriginal community and school partnerships, however, the literature also reveals that despite such initiatives, the levels of success vary from school to school, with some partnerships unable to develop or be sustained. In responding to a gap in the current knowledge, the authors examine the value of school–community partnerships in a rural and remote school where the percentage of Aboriginal Australian students is high. A brief summary of the outcomes of some of the major initiatives with aims to build effective school and community partnerships is provided. This is followed by the findings from a small pilot research study on the implementation of initiatives to build strong school–community relationships in rural and remote Indigenous school settings in Western Australia. The challenges that may inhibit the establishment of successful school–community relationships/collaboration are discussed and suggestions provided on how these challenges can be addressed.

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Section: Process For Achieving the Benefits Of School–community Partnershipmentioning

confidence: 99%

Section: Process For Achieving the Benefits Of School–community Partnershipmentioning

confidence: 99%

Section: Process For Achieving the Benefits Of School–community Partnershipmentioning

confidence: 99%

Section: Process For Achieving the Benefits Of School–community Partnershipmentioning

confidence: 99%

Section: Challenges For the Development And Maintenance Of School–community Partnershipsmentioning

confidence: 99%

See 3 more Smart Citations

Building effective school–community partnerships in Aboriginal remote school settings

Gower

Ferguson

Forrest

2020

AJIE

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Bringing Children’s and Teachers’ Agency Together to Create Meaningful Learning That Matters in a Diverse Preschool

Sisson

2023

IJEC

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This article addresses children living and learning under difficult circumstances by problematising taken-for-granted views of what counts as learning and school readiness that perpetuate deficit views of children who have been impacted by forced migration. Drawing from a larger study focused on exploring how early childhood teachers re-design their pedagogy in culturally responsive ways, this article presents the findings of one team who shifted their views about a group of children impacted by forced migration who resisted planned learning experiences. The analysis focuses on how an assemblage of knowledge, actors, expressions and experiences came together to constitute children’s play and digital worlds as matter(ing) in teachers’ planning and pedagogy and teachers’ planning and pedagogy as matter(ing) in children’s play, demonstrating how children and their mediators of learning re-imagined their repertoires, identities and agencies to co-construct meaningful learning.

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Reimagining democratic education by positioning Aboriginal Country-centred learning as foundational to curriculum and pedagogy

Thorpe,

ten Kate,

Burgess

2024

Curric Perspect

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In settler colonial societies such as Australia, democracy has its origins in colonisation and so this influences educational structures, policies and what is taught every day in classrooms. The current national education vision, the Alice Springs (Mparntwe) Education Declaration (Education Council Secretariat, 2019) states that a purpose of education is to create “a socially cohesive society that values respects and appreciates different points of view and cultural, social linguistic, and religious diversity” (p. 5), framing key democratic principles as central to this work. Paradoxically, as the corporate-style education agenda continues to narrow and limit an already Eurocentric, monocultural curriculum, and performance-manage teachers, democratic approaches such as critical thinking, problem-solving and experiential learning are at risk. In October 2023, the Australian people were asked to vote on altering the Constitution to recognise the First Peoples of Australia by establishing an Aboriginal and Torres Strait Islander “Voice” to parliament. The Voice to Parliament would have provided greater representation in parliamentary processes and political decision making on matters impacting Indigenous peoples interests and rights (Fredericks, 2023, p. 125). The divisive debate and vilification of Indigenous Australians that preceded the referendum and resulted in a resounding “No” vote, reflects the historical failure of the education system to prepare students for active and informed citizenship. Learning from Country (LFC), where knowledges shared by Aboriginal peoples and Country are positioned as central to understanding this country, suggests a way in which we might decolonise Australian education and address the social, cultural and environmental issues facing all citizens. This paper discusses Country-centred learning where teacher educators and preservice teachers learn from Country through walking with and listen to Aboriginal community-based educators to develop the pedagogical skills needed to implement a participatory democratic approach in their classrooms. LFC supports opportunities to story Aboriginal ways of being, knowing and doing into curriculum and pedagogy using a framework to guide teachers in ways that respect multiple local community perspectives to build cohesive school communities.

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Culturally Responsive Relationships Focused Pedagogies

Cited by 13 publications

References 44 publications

Building effective school–community partnerships in Aboriginal remote school settings

Building effective school–community partnerships in Aboriginal remote school settings

Bringing Children’s and Teachers’ Agency Together to Create Meaningful Learning That Matters in a Diverse Preschool

Reimagining democratic education by positioning Aboriginal Country-centred learning as foundational to curriculum and pedagogy

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