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.
Document Type
Journal Article
Date of Publication
12-11-2022
Volume
32
Issue
4
Publication Title
Issues in Educational Research
Publisher
Institutes for Educational Research
School
Kurongkurl Katitjin
RAS ID
52975
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.
First Page
1342
Last Page
1363
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