Towards a conceptual framework for Country-centred teaching and learning

Thorpe, K; Egan, S; Harwood, V

Towards a conceptual framework for Country-centred teaching and learning

Thorpe, K

Egan, S Harwood, V

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Teachers and Teaching: Theory and Practice, 2022
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	Thorpe, K https://orcid.org/0000-0003-4196-5696
dc.contributor.author	Egan, S
dc.contributor.author	Harwood, V
dc.date.accessioned	2022-11-30T03:12:25Z
dc.date.available	2022-11-30T03:12:25Z
dc.date.issued	2022-01-01
dc.identifier.citation	Teachers and Teaching: Theory and Practice, 2022
dc.identifier.issn	1354-0602
dc.identifier.issn	1470-1278
dc.identifier.uri	http://hdl.handle.net/10453/163886
dc.description.abstract	Mandatory Aboriginal education units of study in teacher education programmes are often constrained by overcrowded curriculum, time and classroom-based learning which limit opportunities to engage with and learn from local Aboriginal people and communities. Recognising these issues, at an urban Australian university two of the authors introduced ‘Learning from Country’ (LFC) cultural immersion experiences led by local Aboriginal community-based educators. These LFC experiences are now integral in several Aboriginal education electives. Emerging from these experiences, we developed an organic, iterative conceptual framework to articulate and make visible what LFC looks, feels and sounds like. In this paper we explain the LFC framework and discuss how it can be used to support preservice teachers to incorporate LFC principles into their professional practice and become part of their personal and professional identities in order to affect change in Aboriginal education in the schools and classrooms in which they will work.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Teachers and Teaching: Theory and Practice
dc.relation.isbasedon	10.1080/13540602.2022.2137132
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Towards a conceptual framework for Country-centred teaching and learning
dc.type	Journal Article
utslib.for	1303 Specialist Studies in 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	2022-11-30T03:12:24Z
pubs.publication-status	Published

Abstract:

Mandatory Aboriginal education units of study in teacher education programmes are often constrained by overcrowded curriculum, time and classroom-based learning which limit opportunities to engage with and learn from local Aboriginal people and communities. Recognising these issues, at an urban Australian university two of the authors introduced ‘Learning from Country’ (LFC) cultural immersion experiences led by local Aboriginal community-based educators. These LFC experiences are now integral in several Aboriginal education electives. Emerging from these experiences, we developed an organic, iterative conceptual framework to articulate and make visible what LFC looks, feels and sounds like. In this paper we explain the LFC framework and discuss how it can be used to support preservice teachers to incorporate LFC principles into their professional practice and become part of their personal and professional identities in order to affect change in Aboriginal education in the schools and classrooms in which they will work.

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http://hdl.handle.net/10453/163886