Policy to Praxis Addressing the tension between what happens inside versus what happens outside the school gate. 2013 International Conference of the Australian Association for Research in Education (AARE) 3 December 2013 Professor Peter Buckskin PSM, FACE
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Policy to Praxis: Keynote presentation by leading Aboriginal educator Professor Peter Buckskin
Keynote presentation at 2013 International Conference of the Australian Association for Research in Education (AARE) 3 December 2013 Policy to Praxis: Addressing the tension between what happens inside versus what happens outside the school gate.
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Policy to Praxis Addressing the tension between what happens inside versus what happens
outside the school gate.
2013 International Conference of the Australian Association for Research in Education (AARE) 3
December 2013Professor Peter Buckskin PSM, FACE
Using discipline knowledge to identify and dismantle the barriers that
contribute to Aboriginal and Torres Strait Islander disadvantage…
Remove the politicsfrom the debate …
Focus on pedagogies and epistemologies
‘Whiteness … is an invisible regime of power that secures hegemony through discourse
and has material effects in everyday life’
(Moreton-Robinson 2004, p.75)
Outside the school gate versusInside the school gate
Dominant societal groups …‘tend to construct reality in ways that reinforce, protect and legitimise their
position of dominance’
(Howard 2006, p.54)
Inside the school gate• National Australian Curriculum;
• National standards for teachers and leaders; and
• More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI).
Australian Curriculum, Assessment and Reporting Authority (ACARA)
• Foundation to Year 12 • 17 Learning Areas with 5 completed
- English - Maths- Science - History- Geography
• Consulting on Languages, Civics and Citizenship, Work Studies Years 9-10, Arts
• Three cross-curriculum priorities: 1. Aboriginal and Torres Strait Islander histories and
cultures; 2. Asia and Australia’s engagement with Asia; and3. Sustainability.
Cross Curriculum Priority:
Aboriginal and Torres Strait Islander Histories and Cultures
• Content Descriptors versus Elaborations
• Relegated to the Elaborations … high risk of not being considered;
• Illustrations of Practice;
• No Assessment of the Priority; and
• No legitimacy of our language, knowledge and culture.
Australian Institute for Teaching &School Leadership (AITSL)
Three Domains:
1. Professional Knowledge;
2. Professional Practice; and
3. Professional Engagement.
Australian Institute for Teaching &School Leadership (AITSL)
Professional Knowledge Standards;
1. Know students and how they learn
2. Know the content and how to teach it
Focus Area 1.4:
Strategies for teaching Aboriginal and Torres Strait Islander students
Focus Area 2.4:
Understand and respect Aboriginal and Torres Strait Islander people
to promote Reconciliation between Indigenous and non-Indigenous
Teacher Education and Professional DevelopmentModule 1: Know Yourself, Know Your World
1. Respect, relationships, reconciliation -Understanding of respect, relationships and reconciliation;
2. Values, culture and identity -Clear understanding of personal own culture, its influences upon self belief and value systems, cultural identify and potential impacts on pedagogical choices and student learning; and
Teacher Education and Professional DevelopmentModule 2: Know Your Students
1. Quality Teacher High ExpectationsHaving high expectations is paramount to successful learning outcomes.
2. Quality Teaching Supportive School Environment – Student examine their understanding , beliefs and pedagogical practices to address the learning needs of Aboriginal and Torres Strait Islander students . www.rrr.edu.au
Teacher Education and Professional DevelopmentModule 2: Know Your Students
3. Inclusive Pedagogy - Pedagogy that is inclusive, that is culturallyAppropriate and fosters a stimulating learning environment will address the needs of all students.
4. Building Positive Relationships - Importance should be given to building and maintaining positive and caring relationships between Aboriginal and Strait Islander students and their parents and care givers
5. Working with local Aboriginal and Torres Strait Islander peoples -
Working with local communities to locate and identify suitable resources will enrich your teaching and make learning more meaningful and relevant for your students.