ABSTRACT

Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for teachers, shifting the narrative away from racialised discourses about Aboriginal peoples to acknowledging Aboriginal educators as sovereign peoples. Key findings reveal that teachers’ growing understanding of the ongoing impact of colonisation on Aboriginal families resulted in increased confidence in building relationships with Aboriginal communities, Country and students and implementing culturally responsive curriculum and pedagogies. The DRT analysis also raises serious questions about systemic challenges to be addressed if Aboriginal student outcomes are to improve.

摘要

关于土著主导的教师专业学习以提高在学校教育中发展文化响应实践的技能的研究很少。本文解决了文献中的一个显着差距，即土著人指导非土著教师发展文化响应式教学法。在澳大利亚的背景下，去殖民化种族理论框架分析了原住民文化指导计划对教师的影响，将叙述从关于原住民的种族化话语转变为承认原住民教育者是主权民族。主要调查结果表明，教师对殖民化对土著家庭的持续影响越来越了解，从而增强了与土著社区建立关系的信心，国家和学生，并实施文化响应课程和教学法。如果要改善土著学生的成绩，DRT 分析还提出了有关需要解决的系统性挑战的严重问题。