Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling
There is a growing body of evidence highlighting effective pedagogical approaches for educating First Nations students around the world. Despite this evidence, and a plethora of culturally-inclusive aligned policies and professional strategies, many Aboriginal students continue to receive inequitabl...
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ftgriffithuniv:oai:research-repository.griffith.edu.au:10072/431756 2024-09-15T18:06:43+00:00 Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling Lowe, K Weuffen, S Woods, A Burgess, C Vass, G 2024 https://hdl.handle.net/10072/431756 https://doi.org/10.1007/s13384-024-00733-0 en eng Springer Science and Business Media LLC The Australian Educational Researcher Lowe, K; Weuffen, S; Woods, A; Burgess, C; Vass, G, Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling, The Australian Educational Researcher, 2024 https://hdl.handle.net/10072/431756 0311-6999 doi:10.1007/s13384-024-00733-0 https://creativecommons.org/licenses/by/4.0/ © The Author(s) 2024. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. open access Journal article 2024 ftgriffithuniv https://doi.org/10.1007/s13384-024-00733-0 2024-07-30T23:43:17Z There is a growing body of evidence highlighting effective pedagogical approaches for educating First Nations students around the world. Despite this evidence, and a plethora of culturally-inclusive aligned policies and professional strategies, many Aboriginal students continue to receive inequitable and poor-quality schooling in Australian schools in ways that do not meet their sovereign needs. While a range of culturally responsive / sustaining / competent / etc. practices have been argued to positively impact Aboriginal and/or Torres Strait Islander students' educational experiences, there remains a lack of cohesive understanding about the factors at play that impact student outcomes over a sustained period of time. This conceptual paper explores scholarship that has either provided empirical evidence of, or coherent descriptions about, cultural pedagogies to provocate a culturally nourishing framework and guide educators in working with Aboriginal students and knowledges. Beyond general descriptions, we conceptualise what such pedagogies might look like as observable attributes of classroom practice. The aim in doing so is to offer a framework that supports the authentic and effective professional learning of educators who work with, and learn from, local Aboriginal and/or Torres Strait Islander students to actualise nourishing pedagogies throughout the everydayness of schooling. Article in Journal/Newspaper First Nations Griffith University: Griffith Research Online The Australian Educational Researcher |
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Griffith University: Griffith Research Online |
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ftgriffithuniv |
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English |
description |
There is a growing body of evidence highlighting effective pedagogical approaches for educating First Nations students around the world. Despite this evidence, and a plethora of culturally-inclusive aligned policies and professional strategies, many Aboriginal students continue to receive inequitable and poor-quality schooling in Australian schools in ways that do not meet their sovereign needs. While a range of culturally responsive / sustaining / competent / etc. practices have been argued to positively impact Aboriginal and/or Torres Strait Islander students' educational experiences, there remains a lack of cohesive understanding about the factors at play that impact student outcomes over a sustained period of time. This conceptual paper explores scholarship that has either provided empirical evidence of, or coherent descriptions about, cultural pedagogies to provocate a culturally nourishing framework and guide educators in working with Aboriginal students and knowledges. Beyond general descriptions, we conceptualise what such pedagogies might look like as observable attributes of classroom practice. The aim in doing so is to offer a framework that supports the authentic and effective professional learning of educators who work with, and learn from, local Aboriginal and/or Torres Strait Islander students to actualise nourishing pedagogies throughout the everydayness of schooling. |
format |
Article in Journal/Newspaper |
author |
Lowe, K Weuffen, S Woods, A Burgess, C Vass, G |
spellingShingle |
Lowe, K Weuffen, S Woods, A Burgess, C Vass, G Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling |
author_facet |
Lowe, K Weuffen, S Woods, A Burgess, C Vass, G |
author_sort |
Lowe, K |
title |
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling |
title_short |
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling |
title_full |
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling |
title_fullStr |
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling |
title_full_unstemmed |
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling |
title_sort |
conceptualising culturally nourishing pedagogies for professional learning in australian schooling |
publisher |
Springer Science and Business Media LLC |
publishDate |
2024 |
url |
https://hdl.handle.net/10072/431756 https://doi.org/10.1007/s13384-024-00733-0 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
The Australian Educational Researcher Lowe, K; Weuffen, S; Woods, A; Burgess, C; Vass, G, Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling, The Australian Educational Researcher, 2024 https://hdl.handle.net/10072/431756 0311-6999 doi:10.1007/s13384-024-00733-0 |
op_rights |
https://creativecommons.org/licenses/by/4.0/ © The Author(s) 2024. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. open access |
op_doi |
https://doi.org/10.1007/s13384-024-00733-0 |
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The Australian Educational Researcher |
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