ABSTRACT Background: Teachers have the potential to make an enormous positive impact on the lives of their students, and may enter the classroom with a deep-set belief that education is, fundamentally, benevolent and good. However, such an uncritical stance may fail to account for the negative experiences of Indigenous students in Australia, where teachers are often cited as the primary reason Indigenous students leave school or refuse to go to school. Despite this, Aboriginal communities remain strong advocates of education and continue to lobby for a genuine and meaningful role in decision making. Purpose: Given teachers’ critical influence, a collaboration was formed between the two authors: a Gamilaroi (Aboriginal) woman and a non-Indigenous Canadian woman, to conduct a review of the research. We asked: ‘What are the personal (non-academic) attributes a teacher needs to engage Indigenous students effectively in the learning process?’ Method: The literature review focused primarily on the Australian context and used a framework-based synthesis approach, whereby a decolonising ‘Relationally Responsive Standpoint’ framework was identified a priori. This provided the structure for extracting and synthesising the literature. Findings and Discussion: The themes arising from the literature review were organised and considered through the framework, which foregrounds awareness through Respecting (self/motivations), Connecting (interpersonal) and Reflecting (knowledge) before concluding by Directing (future role). In Directing, the implications of the findings are discussed through yarning, a dialogical and dynamic approach with a strong future focus regarding the next steps of research and action. Conclusions: Reviewing the literature in this way offers teachers, researchers, teacher educators and, arguably, policy-makers an opportunity to consider the personal attributes necessary to engage Indigenous students. It highlights the importance of critical self-reflection to being a relationally responsive teacher. We believe that the findings span international and professional boundaries and could impact on Indigenous Peoples globally, if all professions engage with an understanding of their own axiology and ontology.

中文翻译：

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要让土著学生有效地参与学习过程，教师需要具备哪些个人品质？复习文献

摘要背景：教师有潜力对学生的生活产生巨大的积极影响，并且可能带着一种根深蒂固的信念进入课堂，即教育从根本上说是仁慈的。然而，这种不加批判的立场可能无法解释澳大利亚土著学生的负面经历，在澳大利亚，教师经常被认为是土著学生离开学校或拒绝上学的主要原因。尽管如此，原住民社区仍然大力倡导教育，并继续游说在决策中发挥真正而有意义的作用。目的：鉴于教师的批判性影响，两位作者（一名 Gamilaroi（土著）妇女和一名非土著加拿大妇女）合作对研究进行审查。我们问：“教师需要哪些个人（非学术）属性才能有效地让土著学生参与学习过程？” 方法：文献综述主要集中在澳大利亚的背景下，并使用了基于框架的综合方法，从而先验地确定了去殖民化的“关系响应立场”框架。这为提取和综合文献提供了结构。发现和讨论：文献综述中产生的主题通过框架进行组织和考虑，该框架通过尊重（自我/动机）、连接（人际）和反思（知识）突出意识，然后通过指导（未来角色）得出结论。在导演中，通过纱线讨论了调查结果的含义，一种对话式和动态的方法，对下一步的研究和行动有很强的未来关注。结论：以这种方式审查文献为教师、研究人员、教师教育工作者以及可以说是政策制定者提供了一个机会来考虑吸引土著学生所需的个人属性。它强调了批判性的自我反省对于成为一个关系敏感的教师的重要性。我们认为，如果所有职业都了解自己的价值论和本体论，这些发现跨越国际和专业界限，并可能对全球土著人民产生影响。政策制定者有机会考虑吸引土著学生所需的个人品质。它强调了批判性的自我反省对于成为一个关系敏感的教师的重要性。我们认为，如果所有职业都了解自己的价值论和本体论，这些发现跨越国际和专业界限，并可能对全球土著人民产生影响。政策制定者有机会考虑吸引土著学生所需的个人品质。它强调了批判性的自我反省对于成为一个关系敏感的教师的重要性。我们认为，如果所有职业都了解自己的价值论和本体论，这些发现跨越国际和专业界限，并可能对全球土著人民产生影响。