Indigenous representation and alternative schooling: prioritising an epistemology of relationality

Keddie, Amanda

doi:10.1080/13603116.2012.756949

Cited by 26 publications

(7 citation statements)

References 16 publications

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“…Other flexible schools adjusted assessment task schedules to meet the needs of individual students, made adjustments based on family situations and other legal concerns such as court attendance, and employed high numbers of Indigenous staff. In the Keddie (2014) study these measures also increased achievement and participation.…”

Section: Participation and Achievementmentioning

confidence: 88%

“…Other strategies proposed in this review that can be implemented by school leaders concerned the use of alternative and flexi Schools. Keddie (2014) in a study of an Independent K-12 Indigenous school in Queensland, found that emphasis on relationality offered significant potential for increasing positive outcomes. This finding was also supported by Rahman (2010) who found culturally respectful environments that promote positive cultural identity assist students and increase their potential for achievement.…”

Section: Participation and Achievementmentioning

confidence: 99%

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School leadership and Aboriginal student outcomes: systematic review

Trimmer

Dixon

Guenther

2019

Asia-Pacific Journal of Teacher Education

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This paper reports one part of a broader Aboriginal Voices Project that has been undertaken by 13 Australian researchers bringing together 10 systematic reviews on Aboriginal School Education. The extent of collaboration and engagement between school and community leaders is important to influence joint decision-making and required to attain lasting change. This review investigates how leadership in both the school and community can contribute to effecting a sustained change in Aboriginal student learning and social outcomes. It also examined the impacts of school policy, governance and decision-making. Findings from the systematic review have highlighted six themes that exemplify the importance of leadership in establishing successful collaborations in Indigenous educational settings to impact positively on student social and academic outcomes.

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Section: Participation and Achievementmentioning

confidence: 88%

Section: Participation and Achievementmentioning

confidence: 99%

School leadership and Aboriginal student outcomes: systematic review

Trimmer

Dixon

Guenther

2019

Asia-Pacific Journal of Teacher Education

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“…Most studies on leadership in Indigenous settings that addressed lowered engagement, achievement and completion were focussed on remote schools that required a targeted approach. These programmes had differing levels of success, and those that were more successful acknowledged family and cultural needs utilising culturally respectful environments to promote positive cultural identity to increase student potential for achievement (Keddie, 2014;Rahman, 2010;Shay & Heck, 2016). Principals who focussed on academic results only, tended to have a deficit perception of students and their families, as well as a sense that any solution is beyond their control.…”

Section: Leading Student Participation and Achievementmentioning

confidence: 99%

Lessons to learn, discourses to change, relationships to build: How Decolonising Race Theory can articulate the interface between school leadership and Aboriginal students’ schooling experiences

2022

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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.

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“…In this connection, teachers of nomadic educational institutions are required to meet special requirements: to be able to live in extreme camping conditions, to know the language, culture, and traditional farming of the indigenous peoples, to be proficient to teach several subjects, to know the modern teaching and information training techniques. The idea of Amanda M. Keddie regarding the school education is worth mentioning-the knowledge must come through the community, kinship, family, as the inclusion of the identity, in this case, of the indigenous peoples of the North (Keddie, 2013).…”

Section: Associated Schoolsmentioning

confidence: 99%

Peculiar Features of Teacher Training at Higher Educational Institutions in the Republic of Sakha (Yakutia)

Panina¹,

Makarenko²,

Egorova³

et al. 2015

MJSS

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The article deals with the regional approach to teacher education in the Republic of Sakha (Yakutia). The performed study aimed to reveal the attitude of students of pedagogical departments of the M.K. Ammosov North-Eastern Federal University, as well as teachers and schoolchildren in the republic to the teacher education process. The study results suggest that the regional specific features of teacher education need to be taken into account: the psychological readiness to work in ungraded rural and nomadic schools; the distant territory conditions requiring the use of the distance learning technology; and the implementation of inclusive education.

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Indigenous representation and alternative schooling: prioritising an epistemology of relationality

Cited by 26 publications

References 16 publications

School leadership and Aboriginal student outcomes: systematic review

School leadership and Aboriginal student outcomes: systematic review

Lessons to learn, discourses to change, relationships to build: How Decolonising Race Theory can articulate the interface between school leadership and Aboriginal students’ schooling experiences

Peculiar Features of Teacher Training at Higher Educational Institutions in the Republic of Sakha (Yakutia)

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