Rights-based Indigenous education in Australia: evidence-based policy to pedagogy

Peter Joseph Anderson, Zane Ma Rhea

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

    Abstract

    This chapter explores the role of education, and more specifically teachers, in Australia. It introduces the schooling and its relationship with Indigenous peoples globally and the protocols of engagement with Aboriginal and Torres Strait Islander peoples. The chapter presents a complex problem in Australia in knowing how to approach education, and more specifically teaching, in the 21st century. It provides practical and important first steps for teachers, teacher educators and researchers to begin their journey in understanding, respecting and approaching Indigenous education. The steps provided offer approaches to help develop classroom practices. The recognition of Indigenous rights that flow from the acknowledgement that Aboriginal and Torres Strait Islanders are the First Peoples of Australia enables one to consider the roles and responsibilities of a 21st-century Australian teacher from a rights-based perspective. There is a distinct lack of theoretical development in the Indigenous education field and lack of resources to support education systems to preserve and maintain Indigenous systems of knowledge.
    Original languageEnglish
    Title of host publicationEvidence-Based Learning and Teaching
    Subtitle of host publicationA Look into Australian Classrooms
    EditorsMelissa Barnes, Maria Gindidis, Sivanes Phillipson
    Place of PublicationAbingdon UK
    PublisherRoutledge
    Chapter17
    Pages205-216
    Number of pages12
    Edition1st
    ISBN (Electronic)9781351129367
    ISBN (Print)9780815355717, 9780815355700
    Publication statusPublished - 2018

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