Discuss the value of storytelling as
pedagogy of practice
&
analyse a curriculum/ teaching
resource that includes Indigenous
peoples perspective.
Sarah Attwood
Debbie Beck
Courtney Orrin
We would like to acknowledge this land that we
meet on today is the traditional lands for
Kaurna people and that we respect their
spiritual relationship with the country. We also
acknowledge the Kaurna people as the
custodians of the Adelaide region and that their
cultural and heritage beliefs are still as
important to the living Kaurna people today.
How we learn - culture way
The Dreaming
The Dreamtime "was", The Dreaming "is".
Critical Pedagogy
• “Critical Pedagogy must address the challenge of providing
students with the competencies they need to cultivate the
capacity for critical judgment, to thoughtfully connect
politics to social responsibility and expand their own sense
of agency in order to curb the excesses of dominant power,
to revitalize a sense of public commitment, and to expand
democratic relations. Animated by a spirit of critique and
possibility … (p.3)
Politics to Social responsibility
Politics
Politics
Curbing Dominant Power
Indigenous harmony
Australian division
Public Commitment
Public Commitment
Public Commitment
Storytelling
• How can story telling as pedagogy helps
Indigenous students?
Applying Curriculum to Practice
‘8 Ways of Learning’; Pedagogical Framework
&
How do we incorporate our knowledge and adapt it for
classroom practices?
Acara:
Cross-curriculum priorities
There are three cross curriculum priorities in the
Australian Curriculum:
• Aboriginal and Torres Strait Islander histories and
cultures
• Asia and Australia’s engagement with Asia
• Sustainability.
8 Ways Pedagogical
Framework.
(starting top left with story sharing,
then working anti-clockwise).
Aboriginal and Torres
Strait Islander
histories and cultures
Story Sharing the importance of
yarning
Aboriginal culture has long employed narrative
pedagogy as a way of sharing knowledge.
Learning Maps
Mapping out the direction of learning in a classroom
creates a reference point for students to revisit past
learning and see where they are going next.
Non-Verbal
‘Kinaesthetic, hands-on learning is a characteristic
element of Aboriginal pedagogy ‘(Craven, 1999).
Symbols and Images
‘Symbols and images have always been central to
cultural expression and learning’ (Yunkaporta, 2009).
Land Links
Concrete local examples have more meaning for students
and at the same time demonstrate the diversity of
experiences of Aboriginal people and communities.
http://youtu.be/lZR-XKm1jMM
Non-Linear Methods
• This way of learning acknowledges that Indigenous and non-
Indigenous people have different ways of approaching and
structuring knowledge.
‘Indigenous non-linear pedagogy involves repetition,
returning to concepts for deeper understanding’
(Yunkaporta, 2007).
Deconstruct/Reconstruct
‘The holistic nature of Aboriginal culture suggests
that global teaching strategies are likely to be more
effective for Aboriginal students – looking at the big
picture before getting down to the details’
(Harrison, 2008 & Yunkaporta, 2009).
Community Links
Involving local Elders and other community
members in development of curriculum
ensures that the content is culturally relevant
and meaningful for the local community
(Craven, 1999).
ACARA: Implications for teaching,
assessment and reporting
• ‘Students’ interest in and enjoyment of history is enhanced through a
range of different approaches such as the use of artefacts, museums,
historical sites, hands-on activities and archives’.
• ‘Historical narrative is used so that students experience the ‘story’ in
history, and this can be extended to investigations of cause and
consequence, historical significance and contestability’.
• ‘Connections are made where appropriate between past and present
events and circumstances to make learning more meaningful for students
and to help students make sense of key ideas’.
Acara: Aboriginal and Torres Strait
Islander histories and cultures:
Code
Organising ideas: Country/Place
• OI.1 Australia has two distinct Indigenous groups,
Aboriginal Peoples and Torres Strait Islander Peoples.
• OI.2 Aboriginal and Torres Strait Islander communities
maintain a special connection to and responsibility for
Country/Place throughout all of Australia.
• OI.3 Aboriginal and Torres Strait Islander Peoples have
unique belief systems and are spiritually connected to
the land, sea, sky and waterways.
Acara: Culture
• OI.4 Aboriginal and Torres Strait Islander societies have
many Language Groups.
• OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of
life are uniquely expressed through ways of being,
knowing, thinking and doing.
• OI.6 Aboriginal and Torres Strait Islander Peoples have
lived in Australia for tens of thousands of years and
experiences can be viewed through historical, social and
political lenses.
Acara: People
• OI.7 The broader Aboriginal and Torres Strait
Islander societies encompass a diversity of nations
across Australia.
• OI.8 Aboriginal and Torres Strait Islander Peoples
have sophisticated family and kinship structures.
• OI.9 Australia acknowledges the significant
contributions of Aboriginal and Torres Strait Islander
people locally and globally.
Assessment of the Australian Curriculum takes
place in different levels and for different
purposes, including:
• ongoing formative assessment within classrooms.
• summative assessment
• annual testing of Years 3, 5, 7 and 9 students’
• periodic sample testing
8 Ways of Learning
Important note:
8ways should not be seen as a universal Indigenous
knowledge framework; it is particular to
communities from Western New South Wales.
(8ways FAQ’s)
What is Teaching for Resistance
A Critical Pedagogy
A Critical Pedagogy is first and foremost an approach to schooling – teaching,
policy making, curriculum production
–that emphasizes the political nature of education.
Peter McLaren, 2003 “Life in Schools: An Introduction to Critical Pedagogy “
Raising Consciousness
Orientation –to the concept of resistance
Encounter –with issue in resistance
Extension – extent of injustice and resistance to it
Explanation – why unjust? Why resistance?
Evaluation – of level of commitment to the issue
Making Contact
Searching – relevant resistance groups
Preparing – preparing questions: contacting
Meeting – meeting groups; discussing questions
Evaluating – ideas and strategies of groups
Taking Action
Selecting and Planning – resistance action
Implementing – resistance action
Evaluating - resistance action/s
Summary
•In today’s presentation we have looked at how we, as teachers, can incorporate story
telling into our classrooms.
•Storytelling defines the Dreaming and the Dreamtime.
•By telling stories we are providing a connection for Indigenous Students to their land,
customs and laws.
•When teaching Indigenous students in your class, be aware that the framework that you
are using and ensure that it incorporates the importance of country/place, identity and
people.
•That an appropriate resistance model is followed when approaching education in a
classroom –be inclusive.
Tiddalik the Frog
SA failing in indigenous education
The Advertiser
(Katrina Stokes .June 26, 2012. 10:00PM)
SA is the worst performing state for indigenous education. (Source: The Courier-Mail)
SOUTH Australia is the worst-performing state for indigenous education outcomes, a
study has found. It reveals the state will not meet the Federal Government's target to
"halve the gap" between indigenous and non-indigenous students in reading, writing and
numeracy by 2018.
Tiddalik the Frog
• http://youtu.be/d9Hi__CbLQs
Reference List
8ways - 8ways Whole-school e.g.. 2012. 8ways - 8ways Whole-school e.g.. [ONLINE] Available
at: http://8ways.wikispaces.com/8ways+Whole-school+e.g.. [Accessed 26 August 2012].
Burgess, C. & Berwick, C. (2010). Aboriginal Peoples’ Perceptions and Beliefs about Quality Teaching. Retrieved 13 May,
2010, fromhttp://www.aare.edu.au/09pap/bur091065.pdf
Craven, R. (1999). Teaching Aboriginal Studies. Crows Nest: Allen & Unwin
Harbutt, K. (2008). The Power and the Passion. Education Times.
•
Harrison, N. (2008). Teaching and Learning in Indigenous Education. Melbourne: Oxford University Press.
Shaw, P. (2009). Seven Seasons in Aurukun. Crows Nest, NSW: Allen & Unwin.
Yunkaporta, T. (2009). 8 Aboriginal Ways of Learning. Retrieved 15 March, 2010, from http://8ways.wikispaces.com/
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