Revelling In Cultural Diversity: Narrative learning For Indigenous Children

258 640 264 3 2211 document 264 FinalACSA2005.pdf application/pdf 86368 2011-09-09 10:20:00 https://vuir.vu.edu.au/258/1/FinalACSA2005.pdf 258 1 application/pdf text en public

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/264 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/264 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/document/264 archive 44 disk0/00/00/02/58 2006-01-03 2021-08-27 07:39:10 2008-08-19 19:31:01 conference_item show Hooley Neil Hooley, Neil Revelling In Cultural Diversity: Narrative learning For Indigenous Children unpub 220000 Psychology Social sciences, narrative, curriculum, Indigenous education It is of national concern that the capacity of the regular curriculum of Australian schools to meet the needs of Indigenous children seems to be severely limited, particularly at the secondary level. The expansion of secondary education after World War II has resulted in an overall retention rate to year 12 of 70-80 percent, whereas the retention rate of Indigenous students is about half that figure. In an attempt to address such systemic failure, this paper discusses curriculum features such as â��two-way inquiry learningâ�� as key design principles for a communicative and culturally-inclusive approach to learning for all children. The concept of narrative curriculum is suggested to extend across all subject areas including science and mathematics as an integrating mechanism. Narrative builds upon the direct experience and community lives of families, but extends this through systematic reflection to construct new ideas and practices for ongoing social action. Clearly radical curriculum change of this type that is more attuned to Indigenous ways of knowing is urgently required if Indigenous children are not to be discriminated against and excluded by the regular school curriculum. 2005-09-21 published public paper 15 Biennial Conference of the Australian Curriculum Studies Association University of Sunshine Coast, Queensland, Australia 21 - 23 September 2005 conference UNSPECIFIED TRUE Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher, Jossey-Bass. Cherednichenko, B., Hooley, N., Kruger, T. and Moore, R. (2001). Longitudinal Study of School Restructuring, paper presented at the Annual Conference of the Australian Association for Research in Education, Fremantle, December. Cherednichenko, B., Hooley, N., Kruger, T. and Mulraney, R. (1997). The practice of beginning teachers: Identifying competence through case writing in teacher education, The Australian Journal of Teacher Education, 22(2), 17 â�� 22. Eagleton, T. (2000) The Idea of Culture, Blackwell. Foucault, M. (1972) The Archaeology Of Knowledge and The Discourse On Language, New York: Pantheon Books. Freire, P. (1972). Pedagogy of the Oppressed, Penguin. Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences, London: Fontana. Giddens, A. (1984) The Constitution of Society: Outline of a Theory of Structuration, Cambridge: Polity Press. Harris, S. (1990). Two-Way Aboriginal Schooling: Education and Cultural Survival, Canberra: Aboriginal Studies Press. Hooley, N. (2002). Two-Way Enquiry Learning: Exploring the interface between Indigenous and non-Indigenous knowing, monograph, Victoria University of Technology. Kincheloe, J. L. (ed) (2004). Multiple Intelligences Reconsidered, New York: Peter Lang. McDermott, J. P. (ed) (1981). The Philosophy of John Dewey, The University of Chicago Press. Mellor, S. and Corrigan, M. (2004). The Case for Change: A review of contemporary research on Indigenous education outcomes, Australian Council for Educational Research. Phillips, J. (2005). Indigenous Knowledge: making space in the Australian centre, in Phillips, J. and Lampert, J. (eds) Introductory Indigenous Studies in Education: The importance of knowing, Pearson Education, 11 â�� 28. Reynolds, H. (1981). The Other Side Of The Frontier: An interpretation of the Aboriginal response to the invasion and settlement of Australia, James Cook University of North Queensland. Semchison, M. R. S. (2001). Ways Of Learning: Indigenous Approaches To Knowledge: Valid Methodologies in Education, The Australian Journal of Indigenous Education, 29(2), 8 â�� 10. Wignell, P. (ed). Double Power: English literacy and Indigenous education, Melbourne: Language Australia. Windschuttle, K. (2005). Interviewed by Sullivan, J. in Skeletons out of the closet, The Age Review, 2 July. Windschuttle, K. (2002). The Fabrication of Aboriginal History: Vol 1, Van Diemanâ��s Land 1803-1847, Macleay Press. FALSE