LEADER 05784nam 22007695 450 001 9910971092903321 005 20250717131828.0 010 $a9789460918872 010 $a9460918875 010 $a9789460918889 010 $a9460918883 024 7 $a10.1007/978-94-6091-888-9 035 $a(CKB)2550000001102472 035 $a(EBL)3034780 035 $a(SSID)ssj0000879092 035 $a(PQKBManifestationID)11482799 035 $a(PQKBTitleCode)TC0000879092 035 $a(PQKBWorkID)10837657 035 $a(PQKB)11679793 035 $a(DE-He213)978-94-6091-888-9 035 $a(MiAaPQ)EBC3034780 035 $a(OCoLC)868632282 035 $a(nllekb)BRILL9789460918889 035 $a(MiAaPQ)EBC1106398 035 $a(Au-PeEL)EBL3034780 035 $a(CaPaEBR)ebr10643143 035 $a(CaONFJC)MIL425831 035 $a(OCoLC)923694139 035 $a(Au-PeEL)EBL1106398 035 $a(PPN)16834291X 035 $a(MiAaPQ)EBC4071480 035 $a(EXLCZ)992550000001102472 100 $a20121227d2012 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aIndigenous Education $eA Learning Journey for Teachers, Schools and Communities /$fedited by Nina Burridge, Frances Whalan, Karen Vaughan 205 $a1st ed. 2012. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2012. 215 $a1 online resource (166 p.) 225 1 $aTransgressions, Cultural Studies and Education ,$x2214-9740 ;$v86 300 $aDescription based upon print version of record. 311 08$a9789460918865 311 08$a9460918867 311 08$a9781283945813 311 08$a1283945819 320 $aIncludes bibliographical references. 327 $aPreliminary Material /$rNina Burridge , Frances Whalan and Karen Vaughan -- Aboriginal Education Policy Contexts and Learning Pathways /$rNina Burridge , Frances Whalan and Karen Vaughan -- An Historical Overview of Aboriginal Education Policies in the Australian Context /$rNina Burridge and Andrew Chodkiewicz -- Action Learning Based Professional Development /$rFrances Whalan and Kerin Wood -- A Study of Action Learning and Aboriginal Cultural Education /$rNina Burridge , Andrew Chodkiewicz and Frances Whalan -- Coral Secondary School /$rStacey Quince -- Magenta Secondary School /$rNina Burridge and Christine Evans -- Carmine School /$rNina Burridge and Christine Evans -- Indigo Primary School /$rChristine Evans and Geoffrey Riordan -- Teal Primary School /$rPeter Aubusson and Karen Vaughan -- Crimson Primary School /$rSuzanne Kenney and Karen Vaughan -- Maroon Primary School /$rKaren Vaughan , Peter Aubusson and Heather Edwards -- The Journey Continues /$rNina Burridge and Andrew Chodkiewicz -- Appendix /$rNina Burridge , Frances Whalan and Karen Vaughan -- Author Biographies /$rNina Burridge , Frances Whalan and Karen Vaughan. 330 $aEducation is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers? commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students? learning outcomes. The school studies come from different demographic regions in New South Wales, Australia?s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners andmembers of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities. 410 0$aTransgressions, Cultural Studies and Education ,$x2214-9740 ;$v86 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a370 701 $aBurridge$b Nina$01158575 701 $aWhalan$b Frances$01100735 701 $aVaughan$b Karen$01790549 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910971092903321 996 $aIndigenous Education$94327276 997 $aUNINA