At the heart of learning (series paper 3 of 4): Kurunta kanyintja: holding knowledge in our spirit
Date
2014
Authors
Tjitayi, K.
Osborne, S.
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Journal article
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AlterNative: An International Journal of Indigenous Peoples, 2014; 10(1):23-32
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Abstract
In recent years, Anangu (Pitjantjatjara/Yankunytjatjara) education and remote education morebroadly have strongly focused attention on key areas such as attendance and literacy and numeracybenchmarks. Remote schools have implemented a number of policies, programmes and strategies,but national statistics show that student attainment remains “behind” and the “gap” is increasingon these measures. In this paper, the authors explore the key ingredients that build confi denceand “open the spirit” of young Anangu students to be receptive to acquire new knowledge asthey encounter new and unfamiliar experiences in school. In order to achieve this, remote educatorsneed to consider the role of family members and the intergenerational learning environmentthat cements knowledge deep within the spirit. Educators are encouraged to consider the criticaltools and processes required to acquire “codes of power” (Delpit, 1993), building mastery andconfi dence in the Western social context of schools and mainstream society.
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Copyright 2014 Nga Pae o te Maramatanga, New Zealand's Indigenous Centre of Research Excellence