Researching Teaching and Learning: Assignment Two

By Rachel Foster 17439190

Aboriginal education has been a very debated topic over the past couple of

decades, even though change is evident within contemporary curriculum

across the country it is still evident that disadvantages and racism are still at

the forefront of issues faced by indigenous students and educators. Amanda

Keddie (2013) conducted a study exploring the culture of a small alternative

Indigenous school in Queensland Australia. This particular school focuses

largely on displaying and incorporating the Aboriginal heritage and way of life,

however this particular school solely consists of students who have aboriginal

heritage or identify as Indigenous. Although the school may seem like a strong

weapon against combatting differentiation and racism, it also can cause a re-

inscribed notion of marginality based on race and ethnicity (Kim. J, 2011).

Similar too the study just mentioned, a year prior 2012 Amanda Keddie and

other esteemed academics conducted a likewise study, however based

around the ability of educators to be critically aware of the construction of race

and the central ideology of moving forward with a school based curriculum not

dominated by racial influence (Keddie. A, Gowlett. C, Mills. M, Monk. S and

Renshaw. P, 2012).

Even though both of these studies examine and actively reflect the voices of

the Aboriginal people, there is a lack of explicit recommendations for practice.

However there are various different ways in which changes can be made to

have positive effects and implications on Aboriginal education. Such as the

inclusion of Aboriginal children and parents about the content in which is

appropriate to address about Indigenous heritage (Stewart. I, 1984) which can

in turn create channels of open communications. Furthermore, research

proves the benefits of peer mentoring on both the academic ability of student

mentees but also the level of engagement and relationship for student

mentors (Willis. P, Bland. R, Manka. L and Craft. C, 2012). And lastly the

ability to have reflective practice, being a reflective educator/teacher not only

improves pedagogy but allows educators to receive an understanding of

student engagement and participation but also critically reflect upon ones own

actions (Brookfield S.D, 1995). Therefore it is clear that between these two

research reports and subsequent sources of appropriate pedagogy that the

issues surrounding Aboriginal education is rather complex and diverse and

requires multiple levels of critical understanding and engagement.

Education is the most important tool a child can have throughout their life,

however it is no secret that Aboriginal children fall between the gaps in

mainstream education this is evident through the low school enrolments and

retention rates, poor school performance and low literacy levels (UNICEF,

2007). Amanda Keddies (2013) study on alternative and independent

schooling for Indigenous students has demonstrated some important

capstones in the way mainstream schooling is disadvantaging Aboriginal

students. Firstly, it is evident throughout the study that ample time went into

the background information and literature review for this particular topic.

However the second study by Keddie on critically aware educators reflects a

more thorough literature review and reflects largely to more dominant and

better-known resources. But, with that said both research papers make

reference to multiple of the same papers demonstrating both Keddies deep

understanding of the topic but also strengthens the arguments made

throughout both of the studies (Ullman. J, 2015, 252-254). However in regards

to the issues Aboriginal students face with relation to education it is known

that the historical disregard for Indigenous traditions, cultures and languages

within mainstream education systems that have been chiefly focused on

assimilating Indigenous peoples into non-Indigenous cultures and societies

(Spring, 2003) this clearly pinpoints the reason behind alternative schooling

and the need for action against racism and marginalization of Indigenous

peoples. Similarly, the research addressing educator awareness also strongly

reflects upon the issues surrounding Aboriginal education, however makes a

different conclusion to the reason behind poor attendance and poor literacy in

Australia the under representation of Indigenous teachers is seen to be a

contributing factor to the poor academic performance of Indigenous students

and their low levels of school retention (Keddie. A, et al, 2012, pg.92). It is

clear throughout both research papers that the literature reviews are

comprehensively sufficient and this reflects upon the depth of understanding

and exploration of the topics being addressed.

The methods used throughout both of these studies non-structured

interviews allows for a more fluid conversation on the respecting topics. The

first article by Keddie which focuses on alternative schooling uses non-

structured interviews with Aboriginal Elders and to gain an understanding on

both the purpose of alternative schooling and also the effects alternative

schooling has on Aboriginal students (Keddie. A, 2013). The elders reflect

positively on the purpose and actions of the school communicating that it

understands the needs and issues that Aboriginal students face such as the

importance of family and how family are the most important aspect of life,

which is often the cause of poor attendance rates for Indigenous students.

Furthermore the non-structured interviews demonstrated succulently the idea

that having Indigenous educators within schools is thoroughly important for

giving Aboriginal students reasons to come to school (Keddie. A, 2013,

pg.62).

Likewise, in the other article by Keddie and other academics the same

methodology is used of non-structured interviews to allow for fluid

conversations with Aboriginal Elders on the importance of educational

awareness and critical responsiveness to discriminative discourse. In

comparison to the first article the method here is used to decipher from the

Aboriginal Elders their view of education and educational reforms that have

been implemented over time to address these issues. Even though it is been

made evident that both of these studies use appropriate methodologies during

the research there are some gaps and oversights made. For example, the

data was not collected in a way that ensured reflection from the field

participants; rather the methodology solely relied on their perspective and

personal bias on the topic (Ullman .J, 2015, pg. 252-254). Furthermore, no

actions were taken to test the soundness of responses given by participants

such as asking indigenous students their views and perspectives on

alternative schooling and educator awareness. This oversight, although

minimal to the overall effectiveness of the studies does reflect upon the lack of

recommendations made at the end of the research papers.

In another note, both of the research papers presented very detailed results

and findings from the method of non-structured interviews, the results and

findings from both research papers collectively supported the topics being

studied. The first article used the interview statements and answers to explain

the issues being studied; an example of this is demonstrated through this

response from an elder todays Indigenous children represent a new stolen

generation where broken families and foster care have given a distinct lack of

knowledge about their cultural backgrounds and connections have become

commonplace (Keddie. A, 2012, pg. 66). In comparison to the second article,

the results section is less obvious and explicit than the first article. However

the second does use the responses from the non-structured interview in a

similar way to the first article. The results are broken down into categories

based on the issues such as cultural and racial incommensurability, which

addressed why an education is vital to the Indigenous peoples and how

reflective educators are important to such processes (Keddie .A et al, 2013,

pg.100). Although both research papers make use of results effectively they

did not result in any specific questions or answer any predetermined

hypotheses.

Furthermore, the first articles conclusion both rounded up the ideas discussed

throughout the research and also makes multiple references to other sources

to support certain points of view. Also, the conclusion makes note of a

criticism of alternative schooling and its ability to create disadvantage through

marginalization and differentiation, however does also make connection to

how mainstream schooling is no better for Indigenous students (Keddie .A,

2012). In contrast the second articles conclusion make explicit reference to

the importance of critical awareness from educators and they construction of

race within schools. Moreover the second article reports that Indigenous

education is a complex issue and that critical engagement is vital to the

process (Keddie .A et al, 2013). However both articles have some major

oversights and gaps within analysis of their respective topics. Such as the

lack of reflection from the researchers on the topics being addressed and also

the lack of reference to the generalizability of the topics and answers given

throughout the interview process, furthermore there was no action towards

checking the validity of the comments made or conclusions drawn. Lastly the

biggest oversight throughout both research papers in the lack of

recommendations for practice or implications of practice, both research

papers make little or no reference as to appropriate levels of action needed or

recommendation for future research.

In conclusion, both research papers provide sound research and results of the

respective studies, however both lack effective recommendations for practice.

Through independent research some recommendations for practice on these

topics has been found. Firstly Ian Stewart (1987) addresses the importance of

including Aboriginal parents, student and community members in the process

of change. Multiple programs across Australia have been implemented with

the notion of sparking change in regards to Indigenous education, however for

success and long term change it is evident that involvement from all parties

and affiliated members need to be included and consulted so that the

education reform can be inclusion and representative of the issues. In another

example, being a critically reflective educator is largely important in regards to

addressing special needs of certain students such as Indigenous peoples,

having critically reflective pedagogy can in turn create open and safe spaces

for Aboriginal students to learn about their culture and heritage without fear of

exclusion or judgment (Brookfield S.D, 1995).

Lastly Paul Willis et al (2012) provides another recommendations for practice

that proves to have positive outcomes, peer mentoring. This particular method

of practice has demonstrated the ability to improve student mentee literacy

skills and communication skills and also demonstrates the role of better

understanding and communication between authority figures and the student

mentors. In practice, this method of pedagogy could be very successful for

indigenous student to not only receive better literacy results and skills but to

also have a better connection to both their heritage and community but also

the mainstream community of schooling. Therefore, in conclusion both

research papers have made sound arguments in regards to their respective

topics, and now with the implementation of recommendations for practice,

both studies holistically reflect and respond to the issues being presented.

Even though it was evident the small oversights and lack of concluding

recommendations, both research papers used appropriate methodologies

which in turn carried the weight and enthusiasm behind the research papers.
Reference List:

Brookfield, S. D. (1995). What it means to be a critically reflective teacher. In

becoming a critically reflective teacher (pp. 1-27). San Francisco, CA: Jossey-Bass.

Keddie, A (2012). Indigenous representation and alternative schooling: prioritizing an

epistemology of rationality. International Journal of Inclusive Educations, 18(1), 55-
71, DOI: 10.1080/13603116.2012.756949

Keddie. A, Gowlett. C, Mills. M, Monk. S, Renshaw. P (2013). Beyond culturalism:

addressing issues of Indigenous disadvantage through schooling. The Australia
Association for research in Education. 40(91), 92-108, DOI: 10.1007/s13384-012-
0080-x

Kim. J (2011), Narrative inquiry into (re)imagining alternative schools: A case study of
Kevin Gonzales. International Journal of Qualitative Studies in Education 24 (1), 77-
96, as cited in Keddie. A (2012). Indigenous representation and alternative schooling:
prioritizing an epistemology of rationality.

Spring. J (2003). Deculturalisation and the struggle for equality: A brief history of the
education of dominated cultures in the United States, New york: MrGraw Hill, as cited
in Keddie. A (2012). Indigenous representation and alternative schooling: prioritizing
an epistemology of rationality.

Stewart, I. (1987). Aboriginal Schooling at Jervis Bay: Changes in Policy and

Practice. Social Alternatives, 4(2), 33-35.

Ullman, J. (Comp.). (2015). Applying educational research: How to read, do, and use
research to solve problems of practice (Custom ed.). Sydney, Australia: Pearson,
252-254.

UNICEF. (2007). State of the worlds Indigenous peoples.

http://www.un.org/esa/socdev/unpfii/documents/SOWIP_chapter4.pdf, as cited in
Keddie. A (2012). Indigenous representation and alternative schooling: prioritizing an
epistemology of rationality.

Willis, P., Bland, R., Manka, L., & Craft, C. (2012). The ABC of peer mentoring - what
secondary students have to say about cross-age peer mentoring in a regional
Australian school. Educational Research and Evaluation, 18(2), 173-185.