Abstract
New data is presented from two studies involving thirteen practising secondary teachers and twelve pre-service early childhood, primary and secondary teachers in Australia. The first study explored how non-Indigenous practising teacher identities, shaped by external and policy discourse, create obstacles to teachers’ willingness and confidence in infusing Indigenous perspectives in curriculum. With this knowledge in hand, the researchers utilised a Design-Based Research methodology to conduct a second study with pre-service (ITE) teachers, exploring the power of relationality as a framework to re-shape non-Indigenous pre-service teachers’ conceptualisation of racial and place-based identity. By enabling non-Indigenous pre-service teachers to construct an authentic connection to Indigenous ways of thinking and being, relatedness pedagogy increased pre-service teacher willingness and confidence to infuse Indigenous perspectives into their future teaching.
Document Type
Journal Article
Date of Publication
2024
Volume
52
Issue
2
Publication Title
Asia-Pacific Journal of Teacher Education
Publisher
Taylor & Francis
School
Kurongkurl Katitjin
RAS ID
62398
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
First Page
175
Last Page
192
Comments
Macdonald, M., Booth, S., & Jackson-Barrett, L. (2024). An ecosystem of knowledge: Relationality as a framework for teachers to infuse Indigenous perspectives in curriculum. Asia-Pacific Journal of Teacher Education, 52(2), 175-192. https://doi.org/10.1080/1359866X.2024.2314285