Aboriginal child as knowledge producer: bringing into dialogue Indigenist epistemologies and culturally responsive pedagogies for schooling
Date
2021
Authors
Rigney, L.I.
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Hokowhitu, B.
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Book chapter
Citation
Source details - Title: Routledge Handbook of Critical Indigenous Studies, 2021 / Hokowhitu, B. (ed./s), Ch.43, pp.578-590
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Abstract
In this chapter, Lester-Irabinna Rigney reflects on his theory Indigenous epistemologies and the ways it has be used since its inception. He explores notions of the Aboriginal child as knowledge producer in school by bringing into dialogue Australian Indigenist epistemology and culturally responsive pedagogies. Following a contextual and theoretical introduction, the chapter reports on case study research informed by ethnographic methods in the study of one teacher’s classroom pedagogy. The analysis provided examines how the teacher engages with her students using voiced pedagogies; how the design is explicit in listening and responding to students; and how she understands their needs and different ways of knowing toward producing their own knowledge. Finally, four characteristics for a culturally responsive pedagogy are identified that provide an important frame for promoting Aboriginal child as knowledge producers to benefit and improve their communities.