Reclaiming aboriginal knowledge at the cultural interface

Abstract

Abstract

Aboriginal Community Engagement in Primary Schooling: Promoting Learning through a Cross-Cultural Lens

“…It is important to understand that this framework acts as a starting point and may be changed to suit each school's needs according to the ways and processes of the local Aboriginal community. Intrinsic to these pedagogies are values, protocols, systems and processes that cannot exist unless there is a connecting synergy or collaborative interaction between Aboriginal and non-Aboriginal teaching staff (Yunkaporta, 2009). The underlying principles of the '8ways' of learning involve working out what our worldview is as a non-Aboriginal teacher given the historically incorrect teaching about the worldview of Aboriginal ways of knowing, as a science and a sustainable way of life for generations (ontology).…”

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“…Cahill (1999), Malcolm et al (1999), and Cahill and Collard (2003), conversely, promoted the need for greater understanding of the utility of Aboriginal English in Australian classrooms in promoting learning. In addition, authors acknowledged the need for understanding of Aboriginal logical thinking, for example, "circular thinking" or "thinking the long way round", as documented by Yunkaporta and McGinty (2009). Further, several authors identified the imperative for acknowledging Aboriginality as an identity (or indeed, as many distinct and specific identities) as a critical necessity for establishing the recognition and respect required as a foundation for effective teaching practice (Christie, 1995;Jolly, 1995;Kerwin, 2011;Tripcony, 1994Tripcony, , 1995.…”

“…These were discussed within the focus of cooperative-competitive, group-individual, and formal-informal organisational settings of classrooms. Many authors suggested that Aboriginal and Torres Strait Islander children tended to favour group collaboration rather than individually competitive settings (Bissett, 2012;Bond, 2010;Wemyss, 2003;Yunkaporta & McGinty, 2009). Suggestions were commonly made in the literature that students should negotiate task content, timelines, format, mode and classroom housekeeping (Bissett, 2012;Brogden and Kelly, 2002;Cahill, 1999;Colman-Dimon, 2000;Cresswell, Underwood, Withers & Adams, 2002;Hanlen, 2002).…”

Dadirri: Using a Philosophical Approach to Research to Build Trust between a Non-Indigenous Researcher and Indigenous Participants

“…In producing this list of needs and strategies, the athletes were calling for Indigenous ways of knowing, being, and doing (Martin 2003;Yunkaporta 2009) both during sport and beyond.…”