000			03814nam a22004215i 4500
001			978-94-6091-888-9
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005			20140220083349.0
007			cr nn 008mamaa
008			121227s2012 ne | s |||| 0|eng d
020			_a9789460918889 _9978-94-6091-888-9
024	7		_a10.1007/978-94-6091-888-9 _2doi
050		4	_aL1-991
072		7	_aJN _2bicssc
072		7	_aEDU000000 _2bisacsh
082	0	4	_a370 _223
100	1		_aBurridge, Nina. _eeditor.
245	1	0	_aIndigenous Education _h[electronic resource] : _bA Learning Journey for Teachers, Schools and Communities / _cedited by Nina Burridge, Frances Whalan, Karen Vaughan.
264		1	_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2012.
300			_aXII, 164 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aTransgressions, Cultural Studies and Education ; _v86
520			_aEducation is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers’ commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students’ learning outcomes. The school studies come from different demographic regions in New South Wales, Australia’s most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners and members of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities.
650		0	_aEducation.
650	1	4	_aEducation.
650	2	4	_aEducation (general).
700	1		_aWhalan, Frances. _eeditor.
700	1		_aVaughan, Karen. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
830		0	_aTransgressions, Cultural Studies and Education ; _v86
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6091-888-9
912			_aZDB-2-SHU
999			_c104925 _d104925