Australian Journal of Teacher Education
Abstract
Abstract: This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying, through the voices of Aboriginal¹ students and community members, the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North Queensland, primarily in the Mount Isa area. Through open-ended interviews, Aboriginal students and community members express their views of the characteristics of effective teachers and effective teaching. Considering that the national education discourse in Australia is monopolised by discussion on teaching and teacher quality, we problematize this discourse based upon what members of the local Aboriginal community assert as characteristics of effective teachers and their practice. Further phases of this research initiative, which investigate the effect of adjusted practice based upon community members’ assertions, are also presented.
Recommended Citation
Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Laffin, G., Harrison, M., Day, C., Kemp, C., & Wills, J. (2015). Seeking a Pedagogy of Difference: What Aboriginal Students and Their Parents in North Queensland Say About Teaching and Their Learning. Australian Journal of Teacher Education, 40(5). https://doi.org/10.14221/ajte.2015v40n5.8
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons