ABSTRACT

Recent research relating specifically to Anangu (Pitjantjatjara and Yankunytjatjara) schools in South Australia and the Northern Territory assert that Aboriginal people living in remote central Australian communities viewed first languages and cultures as central to a good education for their children. The South Australian ten-year Aboriginal Education Strategy (2019–2029) commits to culturally responsive pedagogies (CRP) and bilingual instruction in Anangu schools by 2029. This translation from research to policy has important implications for practice which the authors, five experienced practitioner-researchers in Anangu education contexts, reflect on through a “practice architectures” lens using a narrative methodology. The article explores the complex space that practitioner researchers negotiate and highlights the shifts required in moving from research-oriented arguments to working collaboratively to enacting research findings in practice. The article concludes with reflections on privileging community voices and demands throughout the research-policy-practice continuum.

摘要

最近专门针对南澳大利亚和北领地的Anangu学校（Pitjantjatjara和Yankunytjatjara）进行的研究表明，居住在澳大利亚中部偏远社区的原住民将第一语言和文化视为对其子女进行良好教育的关键。南澳大利亚州十年土著教育策略（2019-2029）承诺到2029年在Anangu学校实施文化响应性教学法（CRP）和双语教学。从研究到政策的转换对实践具有重要意义，作者，五位经验丰富的从业者-阿南古教育背景下的研究人员使用叙事方法通过“实践架构”的角度进行反​​思。本文探讨了从业者研究人员谈判的复杂空间，并强调了从以研究为导向的论据转变为在合作中实践研究成果的过程所需要的转变。文章最后总结了在整个研究政策实践实践中使社区的声音和要求特权化的思考。