Abstract

Reporting on a qualitative study, informed by Australian Government Indigenous education and literacy policies, this article unveils early career teacher reflections about infusing Aboriginal perspectives in the English curriculum using multimodal texts. Forging a praxis between the Aboriginal practice of yarning (Bessarab & Ng’andu, 2010) and Freire’s (1974, 1996) frameworks for conscientisation and teachers as facilitators, the project overlays the work of Ladson-Billings (1995) and Foster, Halliday, Baize & Chisholm (2020), to unravel how culturally responsive pedagogy manifests in early career primary school teaching. We discuss teacher starting points and challenges to be culturally responsive educators, who use appropriate Aboriginal texts in classrooms. Results suggest that yarning is useful for meeting English curriculum outcomes and for collaboratively developing decolonising knowledge, which can impact multiple stakeholders. Recommendations for future research include co-designed projects to support teacher education through multimodal texts and yarning practices with Aboriginal Elders.

RAS ID

52975

Document Type

Journal Article

Date of Publication

12-11-2022

Volume

32

Issue

4

School

Kurongkurl Katitjin

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.

Publisher

Institutes for Educational Research

Comments

Cumming-Potvin, W., Jackson-Barrett, L., & Potvin, D. (2022). Aboriginal perspectives matter: Yarning and reflecting about teaching literacies with multimodal Aboriginal texts. Issues in Educational Research, 32(4), 1342-1363. http://www.iier.org.au/iier32/2022conts.html

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