Curriculum and learning in Aboriginal and Torres Strait Islander education: A systematic review

Harrison, Neil; Tennent, Christine; Vass, Greg; Guenther, John; Lowe, Kevin; Moodie, Nikki

doi:10.1007/s13384-019-00311-9

Cited by 23 publications

(8 citation statements)

References 31 publications

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“…A number of researchers (Harrison 2017;Harrison et al, 2016;McKnight, 2016;Thorpe et al, 2021) highlight the significance of Country as curriculum in storying the land, its cultures, histories, and local ecologies that are shared with younger generations through daily lived experiences rather than in artificial locations such as classrooms (Harrison et al, 2019;p.246). Furthermore, Harrison et al (2019) suggests Country as teacher, is in itself.…”

Section: Moving Toward Curriculum As Relational Rather Than Represent...mentioning

confidence: 99%

Learning from Country to conceptualise what an Aboriginal curriculum narrative might look like in education

et al. 2022

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Missing from the Australian Curriculum is a coherent Aboriginal curriculum narrative that is legitimate in its own right, rather than an “add on” to other curriculum areas. We argue that in order to do this, teachers need to experience Country-centred learning led by local Aboriginal community members. From these experiences, teachers can build relationships and better understand local knowledges and practices to develop an Aboriginal curriculum narrative for their teaching. In an urban Australian university teacher education program, Learning from Country in the City (LFC), a largely non-Aboriginal cohort of preservice teachers participate in Aboriginal community–led learning outside the classroom and on Country. This paper is based on qualitative data from individual yarns and group yarning circles with ten Aboriginal community-based educators and 30 preservice teachers. From this data, a Learning from Country Framework (Burgess et al., Teachers and Teaching, forthcoming) was developed which emphasises (i) Country-Centred Relationships, (ii) Relating, (iii) Critical Engagement, and (iv) Mobilising. Through deep listening and truth telling processes, preservice teachers build confidence and relationships with Aboriginal people and Country, awaken their critical consciousness and explore processes to conceptualise an Aboriginal curriculum narrative for their teaching. Through deep listening to the cultural, historical, and socio-political narratives of place, learning occurs through being and doing. Aboriginal community-based educators highlight the significance of Country-centred knowledges and truth-telling processes to challenge settler-colonial narratives and the power dynamics that have silenced Aboriginal people.

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Section: Moving Toward Curriculum As Relational Rather Than Represent...mentioning

confidence: 99%

Learning from Country to conceptualise what an Aboriginal curriculum narrative might look like in education

et al. 2022

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“…Like cultural safety, both-ways has evolved in its use over time originating in northern Australia in the 1970s as a concept to support Aboriginalisation of the education workforce (Munyarryun, 1976; Harris, 1990) – and later a philosophy (Ober, 2009) – to explain how different epistemologies can be drawn on for people to learn together in a negotiated manner (Marika-Mununggiritj, 1990). Although there remains some contention about the term, it continues to be used to reflect pragmatic and philosophical expressions of adult learning in otherwise colonised spaces (Harrison et al, 2019).…”

Section: Literaturementioning

confidence: 99%

Suicide story: An evaluation of ‘tackling suicide Our Way’

Guenther

Roberts

Buzzacott³

et al. 2022

Evaluation Journal of Australasia

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Despite concerted efforts to improve strategic responses to suicide, it remains a major concern in Australia. Among Indigenous communities the rates of suicide are up to three times higher than among non-Indigenous communities. Indigenous males are three times as likely to suicide than Indigenous females. The death rates for the Northern Territory are second highest in Australia, at 27.4 deaths per 100,000 population. In the Northern Territory, a program called Suicide Story is working to empower Indigenous people, creating a language to talk about suicide, and giving them tools to respond to the warning signs of suicide. The program was developed by Indigenous people and is run by Indigenous people in response to community needs. This paper draws from an evaluation of the program conducted in the Northern Territory at its 10-year mark, in 2018. Although it is impossible to assess how many lives have been saved, this paper takes a position that resilience is an indicator of prevention. One way to achieving this is through culturally safe processes. Based on the evaluation findings, we consider what that means for Suicide Story and other culturally safe suicide prevention programs designed with and for Indigenous people in Australia.

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“…Thus, it was combined with the first two sets using the operator "NOT". Other limiters were also applied to the initial search, including (1) published between 1 January 2011 and 31 December 2020; (2) peer-reviewed scholarly articles; and (3) written in English. After removing the duplicates, the initial search returned 404 total citation records.…”

Section: Systematic Review Design and Search Processmentioning

confidence: 99%

“…Quality education for all students, and in particular improving the educational outcomes for Indigenous students, has been a focus in many countries such as the United States, Australia, and Canada [1][2][3][4][5]. Despite this, there continues to be disparities between Indigenous and non-Indigenous students, especially in STEM subject areas [2,4].…”

Section: Introductionmentioning

confidence: 99%

“…Recent reviews have examined how teachers' professional development, pedagogical strategies, curriculum structure, and education policies impact Indigenous students' learning experiences and academic performances [1,2,5,[8][9][10], and suggest "the use of evidence-based research to develop, enact and evaluate future effort" to support Indigenous students [10] (p. 77). Following this recommendation and with the purpose of providing helpful information for future educational efforts, this systematic review was undertaken to research empirical practices and outcomes related to programs in science and broader STEM areas which aimed to support Indigenous students.…”

Section: Introductionmentioning

confidence: 99%

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Supporting Indigenous Students in Science and STEM Education: A Systematic Review

Jin

2021

Education Sciences

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There are a growing number of education programs in science and STEM education with the aim of improving educational outcomes for Indigenous students who have long been underrepresented in current education systems. The aim of this study is to systematically review empirical research from 2011 to 2020 that reported programs to support Indigenous students in science and STEM education. A total of 24 studies were included in this review. These programs involved student participants from all K to 12 grade levels and occurred in both formal and informal contexts. Most of the programs employed multifaced approaches, and cultural relevance and scientific inquiry practice were the two main features of the programs. All the programs had reported positive outcomes in relation to Indigenous students’ science learning, understanding of their own cultures and traditions, and/or the complementarity of Western science and Indigenous knowledge.

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Curriculum and learning in Aboriginal and Torres Strait Islander education: A systematic review

Cited by 23 publications

References 31 publications

Learning from Country to conceptualise what an Aboriginal curriculum narrative might look like in education

Learning from Country to conceptualise what an Aboriginal curriculum narrative might look like in education

Suicide story: An evaluation of ‘tackling suicide Our Way’

Supporting Indigenous Students in Science and STEM Education: A Systematic Review

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