Aboriginal Voices: Social Justice and Transforming Aboriginal Education

Burgess, Cathie; Lowe, Kevin

doi:10.1007/978-3-030-26484-0_7

Cited by 7 publications

(3 citation statements)

References 34 publications

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“…As indicated in the earlier quote from former Prime Minister, Mr. Abbott, schooling is a 'pathway to success'. However, this success is identified from an anglophone standpoint and is in need of cautionary attention (Bishop et al, 2021;Burgess & Lowe, 2019;Daniels-Mayes, 2017;Strakosch, 2019). There is not a singular reason for poor school attendance (Dillon, 2019;Dreise et al, 2016;Vinson et al, 2015).…”

Section: Conflicting Approaches To Improving Attendancementioning

confidence: 99%

Systemic racism, a prime minister, and the remote Australian school system

Cornelius

Cornelius-Bell

2022

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Remote Australian schools face complex contextual issues due to systemic and enduring disadvantage. The structures and systems put in place to support and provide advantage for Indigenous Australians continually fail to meet their mark due to colonial structures, policies and inability to understand remote contextual demands. In South Australia, the context of this paper, systemic disadvantage disproportionately affects Indigenous people. This article explores the contemporary colonial landscape of a remote school context, provides background on the colonial institutions which shape the interactions and services provided to people in remote Australian areas, and provides two empirical examples of the contemporary, structural, and harmful influence of policy and political figures in a remote school. By examining the politics of being a school leader, the policy background for remote Australian schools, and the unique challenges of position both in policy and physical terms, we show how contemporary racism structures and conditions the lives of young people in remote contexts today.

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Section: Conflicting Approaches To Improving Attendancementioning

confidence: 99%

Systemic racism, a prime minister, and the remote Australian school system

Cornelius

Cornelius-Bell

2022

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“…While education policy in Australia has focused on quality teaching to improve educational outcomes, the persistence of poor Aboriginal and Torres Strait Islander educational outcomes continues (Bodkin-Andrews & Carlson, 2014;Gillan, Mellor, & Krakouer, 2017) despite numerous strategies and initiatives to alleviate these. Literacy and numeracy strategies are often perceived to be the panacea for improving Aboriginal educational outcomes but given that these have not 'closed the gap', high-quality teaching for Aboriginal students' needs to move beyond these approaches (Burgess & Lowe, 2019). For example, CRS shows the importance of teachers building relationships to support (Aboriginal) students' cultural identities; understanding (Aboriginal) students' socio-cultural and historical contexts; and utilising quality teaching in a culture of high expectations (Burgess & Evans, 2017;Buxton, 2017).…”

Section: Situating Cultural Mentoring Within Culturally Responsive Sc...mentioning

confidence: 99%

Decolonising Indigenous education: the case for cultural mentoring in supporting Indigenous knowledge reproduction

Burgess

Bishop

Lowe

2020

Discourse: Studies in the Cultural Politics of Education

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Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for teachers, shifting the narrative away from racialised discourses about Aboriginal peoples to acknowledging Aboriginal educators as sovereign peoples. Key findings reveal that teachers' growing understanding of the ongoing impact of colonisation on Aboriginal families resulted in increased confidence in building relationships with Aboriginal communities, Country and students and implementing culturally responsive curriculum and pedagogies. The DRT analysis also raises serious questions about systemic challenges to be addressed if Aboriginal student outcomes are to improve.

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“…Many Indigenous higher degree by research (HDR) students have reported having a lack of agency in academia and/or a lack of academic capital (Burgess & Lowe, 2019;Crocker & Robeyns, 2009;Kosko, 2013). By agency, we are referring to the ability to navigate within academia by acquiring the necessary capital (i.e.…”

Section: Introductionmentioning

confidence: 99%

The Role of Agency in Higher Education: Acquiring Academic Capital

Anderson

Blue

Pham

et al. 2022

SpringerBriefs in Education

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Indigenous higher degree by research (HDR) students navigating higher education institutions continue to face additional challenges that are not associated with the research degree they are pursuing. Racism continues to be identified as a barrier present in academic settings and society. The impact of racism may affect an individual’s agency and their ability to acquire academic capital. Both agency and academic capital may also influence how an individual is supported throughout their candidature and ultimately become a factor in the success of the HDR student’s research degree. In this chapter, we discuss the role of agency and academic capital among Indigenous HDR students and then connect our findings to how Indigenous HDR students (n = 99) report that agency and/or how academic capital has influenced their experience in higher education. This chapter is also informed by insights from supervisors of Indigenous HDR students (n = 33).

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Aboriginal Voices: Social Justice and Transforming Aboriginal Education

Cited by 7 publications

References 34 publications

Systemic racism, a prime minister, and the remote Australian school system

Systemic racism, a prime minister, and the remote Australian school system

Decolonising Indigenous education: the case for cultural mentoring in supporting Indigenous knowledge reproduction

The Role of Agency in Higher Education: Acquiring Academic Capital

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