Policy to Praxis: Keynote presentation by leading Aboriginal educator Professor Peter Buckskin

Policy to Praxis Addressing the tension between what happens inside versus what happens

outside the school gate.

2013 International Conference of the Australian Association for Research in Education (AARE) 3

December 2013Professor Peter Buckskin PSM, FACE

Using discipline knowledge to identify and dismantle the barriers that

contribute to Aboriginal and Torres Strait Islander disadvantage…

Remove the politicsfrom the debate …

Focus on pedagogies and epistemologies

‘Whiteness … is an invisible regime of power that secures hegemony through discourse

and has material effects in everyday life’

(Moreton-Robinson 2004, p.75)

Outside the school gate versusInside the school gate

Dominant societal groups …‘tend to construct reality in ways that reinforce, protect and legitimise their

position of dominance’

(Howard 2006, p.54)

Inside the school gate• National Australian Curriculum;

• National standards for teachers and leaders; and

• More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI).

Australian Curriculum, Assessment and Reporting Authority (ACARA)

• Foundation to Year 12 • 17 Learning Areas with 5 completed

- English - Maths- Science - History- Geography

• Consulting on Languages, Civics and Citizenship, Work Studies Years 9-10, Arts

• Three cross-curriculum priorities: 1. Aboriginal and Torres Strait Islander histories and

cultures; 2. Asia and Australia’s engagement with Asia; and3. Sustainability.

Cross Curriculum Priority:

Aboriginal and Torres Strait Islander Histories and Cultures

• Content Descriptors versus Elaborations

• Relegated to the Elaborations … high risk of not being considered;

• Illustrations of Practice;

• No Assessment of the Priority; and

• No legitimacy of our language, knowledge and culture.

Australian Institute for Teaching &School Leadership (AITSL)

Three Domains:

1. Professional Knowledge;

2. Professional Practice; and

3. Professional Engagement.

Australian Institute for Teaching &School Leadership (AITSL)

Professional Knowledge Standards;

1. Know students and how they learn

2. Know the content and how to teach it

Focus Area 1.4:

Strategies for teaching Aboriginal and Torres Strait Islander students

Focus Area 2.4:

Understand and respect Aboriginal and Torres Strait Islander people

to promote Reconciliation between Indigenous and non-Indigenous

Australians

Teacher Education and Professional Development

Respect, Relationships, Reconciliation (RRR)

Module 1. Know Yourself, Know Your World

Module 2. Know Your Students

Module 3. Know What You Teach

www.rrr.edu.au

Teacher Education and Professional DevelopmentModule 1: Know Yourself, Know Your World

1. Respect, relationships, reconciliation -Understanding of respect, relationships and reconciliation;

2. Values, culture and identity -Clear understanding of personal own culture, its influences upon self belief and value systems, cultural identify and potential impacts on pedagogical choices and student learning; and

www.rrr.edu.au

Teacher Education and Professional Development

Module 1: Know Yourself, Know Your World

3. An anti-racism pedagogy -

Examination stereotyping, privilege and power, and how ‘race’ is a social construct

www.rrr.edu.au

Teacher Education and Professional DevelopmentModule 2: Know Your Students

1. Quality Teacher High ExpectationsHaving high expectations is paramount to successful learning outcomes.

2. Quality Teaching Supportive School Environment – Student examine their understanding , beliefs and pedagogical practices to address the learning needs of Aboriginal and Torres Strait Islander students . www.rrr.edu.au

Teacher Education and Professional DevelopmentModule 2: Know Your Students

3. Inclusive Pedagogy - Pedagogy that is inclusive, that is culturallyAppropriate and fosters a stimulating learning environment will address the needs of all students.

4. Building Positive Relationships - Importance should be given to building and maintaining positive and caring relationships between Aboriginal and Strait Islander students and their parents and care givers

www.rrr.edu.au

Teacher Education and Professional Development

Module 2: Know Your Students

5. Working with local Aboriginal and Torres Strait Islander peoples -

Working with local communities to locate and identify suitable resources will enrich your teaching and make learning more meaningful and relevant for your students.

www.rrr.edu.au

Teacher Education and Professional Development

Module 3: Know What You Teach

1. Australian Aboriginal and Torres Strait Islander identities –

An exploration of the concept of representation with reference to Aboriginal and Torres Strait Islander ‘identities’ within Australia.

2. Land, colonisation, alienation and cultural intrusion.

www.rrr.edu.au

Teacher Education and Professional DevelopmentModule 3: Know What You Teach

3. Systems of relationships, responsibility and reciprocity

4. Significant episodes and events

5. Demographics as an Indigenous imperative www.rrr.edu.au

More Aboriginal & Torres Strait Islander Teachers Initiative (MATSITI)

1. Leadership, quality teaching and workforce development (NATSIAP Domain);

2. Increase the numbers of and retention of Aboriginal and Torres Strait Islander Teachers; and

3. Identify and develop strategies to support the leadership aspirations of Aboriginal and Torres Strait Islander Teachers. www.matsiti.edu.au

Photos courtesy of Google Images