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A Differentiated Approach to Indigenous Pedagogies: Addressing Gaps in Teachers' Knowledge
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- Author(s): Johanna Funk (ORCID
Johanna Funk (ORCID 0000-0002-3811-3778 ); Tracy Woodroffe (ORCIDTracy Woodroffe (ORCID 0000-0001-6553-487X )- Language:
English- Source:
Australian Educational Researcher. 2024 51(2):631-650.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Descriptive - Language:
- Additional Information
- Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
- Peer Reviewed: Y
- Source: 20
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1007/s13384-023-00616-w
- ISSN: 0311-6999
2210-5328 - Abstract: Acknowledging Australian Indigenous cultural diversity involves respecting local Indigenous knowledge and perspectives. This can be difficult for teachers who do not know about Indigenous people and their knowledge. The Differentiated Indigenous Pedagogies project evaluated digitally available information describing Indigenous in this paper, 'Indigenous' will be used when referring to First Nations and Aboriginal and Torres Strait Islander peoples, pedagogies, policies, and institutional contexts in Australia apart from references used which use other terminology. The authors acknowledge the contested nature of terminology and use the term 'Indigenous' as it is consistent with the title of the research project on which this article is based pedagogies in the Northern Territory. The purpose was to consolidate findings to increase positive intercultural actions in the wider education community. An important aspect of the project is addressing gaps in western, non-Indigenous teacher knowledge pertinent to the diversity within Indigenous language groups and regions. Through searching for available Indigenous pedagogies as a teacher might, we found information differs in description and levels of relationality. Pedagogies are presented in numerous ways which complicates teachers' cultural understandings. Common themes from search results and Indigenist educational research are used to define ways teachers can actively engage in more respectful, relational, and reconciliatory ways to develop a differentiated approach for themselves to use when working with Indigenous pedagogies.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1417462
- Availability:
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