Aboriginal Community-led Preservice Teacher Education: Learning from Country in the City

Thorpe, K; Burgess, C; Egan, S

Aboriginal Community-led Preservice Teacher Education: Learning from Country in the City

Thorpe, K

Burgess, C Egan, S

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Publisher:: Edith Cowan University
Publication Type:: Journal Article
Citation:: Australian Journal of Teacher Education, 2021, 46, (1), pp. 55-73
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Thorpe, K https://orcid.org/0000-0003-4196-5696
dc.contributor.author	Burgess, C
dc.contributor.author	Egan, S
dc.date.accessioned	2021-11-03T01:46:13Z
dc.date.available	2021-11-03T01:46:13Z
dc.date.issued	2021-01-01
dc.identifier.citation	Australian Journal of Teacher Education, 2021, 46, (1), pp. 55-73
dc.identifier.issn	0313-5373
dc.identifier.issn	1835-517X
dc.identifier.uri	http://hdl.handle.net/10453/151321
dc.description.abstract	In Australia it is well documented that teachers continue to struggle with implementing Aboriginal content, pedagogies and engaging with Aboriginal communities. This paper describes a research project analysing place-based learning for preservice teachers at an urban university led by Aboriginal community members. We argue that place-based learning is critical in developing preservice teacher's knowledge and confidence in Aboriginal education. Surveys, individual and group yarns provided in-depth data from 64 participants completing elective courses including placebased ‘Learning from Country' (LFC) experiences. Three key findings emerge from the data. Firstly, the utility of an experiential ‘learning by doing' approach, secondly, the profound shifts in participant understandings of the diversity of Aboriginal cultures, histories and communities and thirdly, how these experiences highlighted the strength and presence of the local urban Aboriginal community. These findings suggest that LFC holds promise as a pedagogical strategy to improve teacher capacity in Aboriginal education.
dc.language	en
dc.publisher	Edith Cowan University
dc.relation.ispartof	Australian Journal of Teacher Education
dc.relation.isbasedon	10.14221/ajte.202v46n1.4
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.title	Aboriginal Community-led Preservice Teacher Education: Learning from Country in the City
dc.type	Journal Article
utslib.citation.volume	46
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
dc.date.updated	2021-11-03T01:46:11Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	46
utslib.citation.issue	1

Abstract:

In Australia it is well documented that teachers continue to struggle with implementing Aboriginal content, pedagogies and engaging with Aboriginal communities. This paper describes a research project analysing place-based learning for preservice teachers at an urban university led by Aboriginal community members. We argue that place-based learning is critical in developing preservice teacher's knowledge and confidence in Aboriginal education. Surveys, individual and group yarns provided in-depth data from 64 participants completing elective courses including placebased ‘Learning from Country' (LFC) experiences. Three key findings emerge from the data. Firstly, the utility of an experiential ‘learning by doing' approach, secondly, the profound shifts in participant understandings of the diversity of Aboriginal cultures, histories and communities and thirdly, how these experiences highlighted the strength and presence of the local urban Aboriginal community. These findings suggest that LFC holds promise as a pedagogical strategy to improve teacher capacity in Aboriginal education.

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http://hdl.handle.net/10453/151321