EDST1108 Lecture 5: Community engagement - towards effective teaching: a moral imperative
9 Jun 2018
School
Department
Course
Professor
5. 26/03/18 Community engagement - towards effective teaching: a moral
imperative
• Assessment 1 explicitly addresses standard 1.4
• Construction of my knowledge and perceptions of Indigenous Australia -
mass media, cultural messages
• Policies construct an idea for students and educators
• We don’t need to FIX Indigenous Australia’s problems, but think about how
policies may construct problems, and how the educational system is the
problem, rather than the specific demographic of Indigenous students
• Do not compensate for, change and fix languages, but recognise difference
as wealth and richness
Parents and the community - community engagement
• Resource: NESA website - Aboriginal education tab
Acknowledgement of country
• Significance - really acknowledging 200 years of trying, oppression etc.
• Eg. ANZAC - Aboriginal people fought for Australia in these wars (ww1
specifically) and were still denied citizenship, returned servicemen rights etc.
AITSL
• Standards are interconnected and happen simultaneously
• Responsibility
• Need to know about specific backgrounds of students (wide variation /
diversity)
Is there a problem? Is it significant and enduring?
• Ongoing gaps between Indigenous and non-Indigenous students
• Gap gets wider as children get older (? fact check)
• Huge recent increase in government spending on Indigenous education
• However money is not the only factor - attitude and perceptions are
highly important
• Fundamental classroom interaction is highly impactful and significant
• Indigenous students are often pushed towards vocational / life skills programs
Aboriginal content in the curriculum
• Very little accurate Aboriginal history / content in the curriculum
• Many highly significant histories are not addressed
Transforming Aboriginal education
• Importance of contextualisation to learning environment
• Community engagement
Impacting educational outcomes
• Effective partnerships involve:
• Students in “learning”
• Should align with school and home practices
• Underpin 2 way learning between school and home
• Need to acknowledge community understandings and aspirations
• Collaborative relationships are underpinned by understanding contexts and
histories, trust and respect, mutual benefit
• Relationships must reject deficit thinking, acknowledge and challenge power
inequalities
Moral imperatives of teachers and teaching
• Position yourself
• Self-efficacy
• Social justice
• Reconciliation (and possible problems with this term)
Becoming a socially just teacher (RESOURCE: Campert, 2012)
find more resources at oneclass.com
find more resources at oneclass.com
