ABSTRACT

Beginning in 2017, the Aboriginal Voices project brought together 14 researchers from 11 Australian universities to conduct the first systematic review of empirical research on Indigenous education. Collectively, the project has now reviewed more than 13 000 publications in 10 areas that address the experiences and achievements of Aboriginal and Torres Strait Islander learners in schooling. As a result of these reviews, we can critically engage with claims about “what works” and what doesn’t, what enjoys a burden of proof and what doesn’t. Beyond the weight of evidence however, this work allows us to clarify that what counts as knowledge, what counts as success, and what counts as proof, which are rarely defined by Indigenous people. The project allows us to make some claims about what is working well: where teachers are supported to engage in robust professional learning, and families and communities are meaningfully involved in the life of schools and decision-making, outcomes for Indigenous students improve. Yet we find there is still some distance between practice and perceptions of practice, between mapping cause and effect, and between the aspirations of Indigenous students and families, and the ability of settler colonial education systems to meet those aspirations.

摘要

从2017年开始，``原住民之声''项目汇集了来自澳大利亚11所大学的14名研究人员，对土著教育的实证研究进行了首次系统的综述。目前，该项目已在10个领域对超过13 000份出版物进行了审查，这些出版物述及了土著和托雷斯海峡岛民学习者的学习经历和成就。这些审查的结果是，我们可以批判性地处理有关“什么可行”，什么不可行，哪些承担举证责任以及什么不可行的主张。然而，除了证据的分量外，这项工作还使我们得以澄清，什么才算知识，什么才算成功以及什么才算是证据，这在土著人民中很少定义。该项目使我们可以对运行良好的情况提出一些主张：在教师的支持下进行强大的专业学习，并且家庭和社区有意义地参与了学校的生活和决策过程，土著学生的学习成果得到改善。然而，我们发现实践与实践观念之间，实践因果关系之间，土著学生和家庭的理想之间以及定居者殖民地教育系统满足这些愿望的能力之间仍然存在一定距离。