ABSTRACT

2020 looms large for Indigenous education in Australia, with the ‘Refreshed’ Close the Gap strategy hanging over the collective heads of schools, Indigenous students and their families. After a decade of promises, there is now an acknowledgement within the government that programmes to improve student outcomes in literacy, numeracy and school engagement, as currently implemented, have little possibility in affecting the changes required to sustainably shift Indigenous student’s schooling success.

This paper draws together the findings from eleven concurrent systematic reviews of Australian Indigenous education (AER, 2019, 29(1)) and an in-depth analysis of four key underpinning elements of a culturally nourishing education for Australian Indigenous students. It is argued that the four tenets of this model centres on the curriculum construct of Learning from Country, the authentic inclusion of cultural practices and Indigenous languages in both curriculum and school practice, establishing epistemic and pedagogic mentoring for teachers and the development of a robust professional development model to support a transformative shift in teachers’ pedagogic practices. The authors argue that a whole-school approach explicitly negotiated with and supported by Indigenous families, and that centres these key principles are required if the promise of educational success is ever to be met.

摘要

2020 年对澳大利亚的土著教育来说迫在眉睫，“刷新”缩小差距战略笼罩着学校、土著学生及其家庭的集体领导。经过十年的承诺，现在政府内部承认，目前实施的提高学生在识字、算术和学校参与方面的成果的计划几乎不可能影响可持续地改变土著学生的学业成功所需的变化。

本文汇集了 11 篇同时进行的澳大利亚土著教育系统评价 (AER, 2019, 29(1)) 的研究结果，并对澳大利亚土著学生文化滋养教育的四个关键基础要素进行了深入分析。有人认为，该模式的四个原则集中在向乡村学习的课程结构、在课程和学校实践中真实融入文化实践和土著语言、为教师建立认知和教学指导以及发展强大的专业人才。支持教师教学实践的变革性转变的发展模式。作者认为，与土著家庭明确协商并支持的全校方法，