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Culturally responsive pedagogy and mathematics through creative and body-based learning: urban Aboriginal schooling

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dc.contributor.authorRigney, L.
dc.contributor.authorGarrett, R.
dc.contributor.authorCurry, M.
dc.contributor.authorMacGill, B.
dc.date.issued2019
dc.description.abstractGlobal neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become an urgent international problem. Although evidence suggests that culturally responsive pedagogies (CRPs) improve student academic success for First Nations peoples in settler colonial countries such as the United States, Canada, New Zealand, and Australia, less prominent is a focus on how CRP is enacted and mobilized in Australian classrooms. Although some initiatives exist, this article explores how creative and body-based learning (CBL) strategies might be utilized to enact CRP. Using an ethnographic case study approach, we examined how two early career teachers serving Indigenous and ethnically diverse students implemented CBL to reengage students with mathematics. Findings suggest that the teachers were able to mobilize a number of CRP principles using CBL strategies to facilitate engagement in mathematics for urban Aboriginal students. Specifically, when teachers repositioned students as “competent” and designed embodied learning experiences that connected to their cultural backgrounds, students let go of their cautious learner histories and remade themselves as clever and competent.
dc.identifier.citationEducation and Urban Society, 2019; 52(8):1159-1180
dc.identifier.doi10.1177/0013124519896861
dc.identifier.issn0013-1245
dc.identifier.issn1552-3535
dc.identifier.orcidRigney, L. [0000-0002-4756-2399]
dc.identifier.urihttps://hdl.handle.net/11541.2/141376
dc.language.isoen
dc.publisherSage Publications
dc.relation.granthttp://purl.org/au-research/grants/arc/IN170100017
dc.relation.granthttp://purl.org/au-research/grants/arc/IN170100017
dc.rightsCopyright 2019 The Authors Access Condition Notes: Accepted manuscript is available open access
dc.source.urihttps://doi.org/10.1177/0013124519896861
dc.subjectmathematics
dc.subjectequity
dc.subjectAboriginal and Torres Strait Islander
dc.subjectculturally responsive pedagogies
dc.subjectAboriginal education
dc.subjectcreative and body-based learning
dc.titleCulturally responsive pedagogy and mathematics through creative and body-based learning: urban Aboriginal schooling
dc.typeJournal article
pubs.publication-statusPublished
ror.fileinfo12251108130001831 13251108120001831 Open Access Postprint
ror.mmsid9916365701001831

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