Teachers cultivating Aboriginal child as knowledge producer
Date
2023
Authors
Rigney, L.I.
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Rigney, L.-I.
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Book chapter
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Source details - Title: Global Perspectives and New Challenges in Culturally Responsive Pedagogies: Super-diversity and Teaching Practice, 2023 / Rigney, L.-I. (ed./s), Ch.2, pp.10-19
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Abstract
This chapter extends the author’s previous research on Indigenist epistemologies, relational and intentional pedagogies for Aboriginal childhoods, and the transformation of school reproductive colonial logic. The author’s work on Indigenist epistemologies informed the Australian Research Council-funded project with teachers of Aboriginal and diverse students titled: Towards an Australian Culturally Responsive Pedagogy (CRP). Indigenist epistemologies make the case for improving multilingualism, interculturality, and Aboriginal success in education by critiquing one-dimensional education born from settler Australian ‘logic of the centre’ that prioritises dominant group norms while positioning Aboriginal cultural and linguistic intelligence as peripheral. This normativity is incompatible with preparing for culturally responsive teaching, which argues that teachers’ one-dimensional ‘instructional core’ shift towards knowledge plurality and cultural diversity as imperative to meet ethnically diverse student needs. Drawing upon this work, I am attempting to extend beyond the original provocations asserted for the Australian Research Council project. A case is made for improving Australian school success for Aboriginal learners through culturally responsive pedagogies and for capacitating teachers with skills needed to do this work. Because of the urgent need to address educational disparity among Aboriginal and diverse minoritised children, culturally responsive pedagogies have implications for rethinking education for all. Finally, I add three more elements to the culturally responsive pedagogies repertoire of reflections on inclusive social justice education. These elements supplement and complicate the work of culturally responsive pedagogies. These are (1) teacher subjectivities, (2) Aboriginal child as competent knowledge producer, and (3) a commitment to the politics of refusal and culturally responsive pedagogies.
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Copyright 2023 selection and editorial matter, Lester-Irabinna Rigney; individual chapters, the contributors