At the heart of learning (series paper 1 of 4): putuna kulini: the trouble with "hearing"
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2014
Authors
Osborne, S.
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AlterNative: An International Journal of Indigenous Peoples, 2014; 10(1):3-11
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Abstract
Remote Indigenous school principals fi nd themselves caught in the middle of system prioritiesand demands, the demands of running complex and busy local schools, and the expectationsand needs of the local community. Remote communities often complain that they are not beinglistened to or “heard”, but the process of listening, hearing and understanding in the complexcultural context of remote Aboriginal communities is far more complex than a visit or a singleconversation can achieve. This paper examines the clash between values, perspectives andworldviews that is played out on a daily basis as schools go about their business of educatingwhilst also attempting to take account of what is important for the communities they work in.This work highlights the need for remote principals and educators to reposition themselves inthe dialogue with communities in order to allow room for a new conversation that gets to the“heart of learning”.
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Copyright 2014 Nga Pae o te Maramatanga, New Zealand's Indigenous Centre of Research Excellence