Towards an ethnology of culturally responsive pedagogy in small‐scale remote communities: Native American and Torres Strait Islander

Seeking a Pedagogy of Difference: What Aboriginal Students and Their Parents in North Queensland Say About Teaching and Their Learning

“…Although several studies have focused on the identification of the critical elements of instruction influencing the school success of Indigenous students in northern Australia (e.g., Osborne, 1991Osborne, , 1996Osborne, , 2001, there are no publications that, collectively, (1) began by eliciting the community's perspective of their experiences and aspirations for education, especially with mention of teaching practice; (2) enacted changes in teaching practice grounded in the suggestion of Aboriginal and Torres Strait students themselves and their educators; and, ultimately, (3) determined the effect of such enacted practices at the classroom level. Two ongoing internationally-based research and development projects, one based in northern Canada (Lewthwaite, 2007;Lewthwaite & Renaud, 2009;Lewthwaite & McMillan, 2010;Lewthwaite, Owen, Doiron, McMillan & Renaud, 2013, Lewthwaite et al, 2014 and the other in Aotearoa-New Zealand (Bishop, 1996(Bishop, , 2003(Bishop, , 2011Bishop et al, 1999Bishop et al, , 2003Bishop et al, , 2012, have provided an invaluable platform for this study because they place authority on students' and their community's ability to identify and communicate understandings of what influences their learning.…”

Development of an instrument to measure a facet of quality teaching: Culturally responsive pedagogy

“…Table 1 provides descriptions of the qualitative pedagogical characteristics identified as being important for Indigenous learners. All characteristics were consistently mentioned by community members and, we have found, consistently reflected as practices influencing students' learning in research in northern Canadian settings (Authors 2007(Authors , 2009(Authors , 2010, in New Zealand (Bishop, 1996(Bishop, , 2003Bishop, Berryman, Tiakiwai & Richardson,2003) and prior research in the Torres Strait context (Osborne, 1991(Osborne, , 1996(Osborne, , 2001). These characteristics validate the Catholic Education imperative to "provide students with more than just academic instruction.…”

Daring the imagination: Unlocking voices of dissent and possibility in teaching

“…6. See Lipka (1991, Ladson-Billings (1994), and Osborne (1991) for discussions of the possibilities and practices of culturally relevant pedagogies. 7.…”