Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively
Abstract This article documents a teaching journey in a 6/7 class with 20 Torres Strait Islander students in the curriculum area of literacy, over the course of one academic year. Specifically, this action research study explores a classroom teacher's efforts to navigate and respond to the pro...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2020-06-01
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| Series: | The Australian Journal of Indigenous Education |
| Subjects: | |
| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/309 |
| _version_ | 1797963684393254912 |
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| author | Karen D'Aietti Brian Lewthwaite Philemon Chigeza |
| author_facet | Karen D'Aietti Brian Lewthwaite Philemon Chigeza |
| author_sort | Karen D'Aietti |
| collection | DOAJ |
| description | Abstract
This article documents a teaching journey in a 6/7 class with 20 Torres Strait Islander students in the curriculum area of literacy, over the course of one academic year. Specifically, this action research study explores a classroom teacher's efforts to navigate and respond to the prominent teaching model of explicit instruction and culturally responsive teaching, both of which inform policy statements in Far North Queensland. Using a reflective journal, teacher observations, informal student dialogue sessions, yarning circles and student work samples, the first author (D'Aietti) endeavoured to adjust her teaching practice to determine how best to meet her learners' needs. Through on-going critical reflection, engagement with two critical friends and in consultation with a cultural mentorship group, her teaching underwent transformation. One of the key findings of this study was that students want to learn, and for this to occur, teachers must independently navigate the curriculum documents, and in doing so, the explicit instruction model must be re-aligned, re-adjusted and re-positioned to suit Torres Strait Islander student needs.
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| first_indexed | 2024-04-11T01:32:09Z |
| format | Article |
| id | doaj.art-06392d57195941ec800efe2f5af36c6d |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-04-11T01:32:09Z |
| publishDate | 2020-06-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-06392d57195941ec800efe2f5af36c6d2023-01-03T09:23:08ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842020-06-0150210.1017/jie.2020.5Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsivelyKaren D'Aietti0Brian Lewthwaite1Philemon Chigeza2Cairns School of Distance EducationCollege of Arts, Society & Education, James Cook UniversityCollege of Arts, Society & Education, James Cook UniversityAbstract This article documents a teaching journey in a 6/7 class with 20 Torres Strait Islander students in the curriculum area of literacy, over the course of one academic year. Specifically, this action research study explores a classroom teacher's efforts to navigate and respond to the prominent teaching model of explicit instruction and culturally responsive teaching, both of which inform policy statements in Far North Queensland. Using a reflective journal, teacher observations, informal student dialogue sessions, yarning circles and student work samples, the first author (D'Aietti) endeavoured to adjust her teaching practice to determine how best to meet her learners' needs. Through on-going critical reflection, engagement with two critical friends and in consultation with a cultural mentorship group, her teaching underwent transformation. One of the key findings of this study was that students want to learn, and for this to occur, teachers must independently navigate the curriculum documents, and in doing so, the explicit instruction model must be re-aligned, re-adjusted and re-positioned to suit Torres Strait Islander student needs. https://ajie.atsis.uq.edu.au/ajie/article/view/309Action researchculturally responsive pedagogyculturally responsive teachingexplicit instructionTorres Strait Islander |
| spellingShingle | Karen D'Aietti Brian Lewthwaite Philemon Chigeza Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively The Australian Journal of Indigenous Education Action research culturally responsive pedagogy culturally responsive teaching explicit instruction Torres Strait Islander |
| title | Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively |
| title_full | Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively |
| title_fullStr | Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively |
| title_full_unstemmed | Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively |
| title_short | Negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in Far North Queensland: teaching explicitly, responding responsively |
| title_sort | negotiating the pedagogical requirements of both explicit instruction and culturally responsive pedagogy in far north queensland teaching explicitly responding responsively |
| topic | Action research culturally responsive pedagogy culturally responsive teaching explicit instruction Torres Strait Islander |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/309 |
| work_keys_str_mv | AT karendaietti negotiatingthepedagogicalrequirementsofbothexplicitinstructionandculturallyresponsivepedagogyinfarnorthqueenslandteachingexplicitlyrespondingresponsively AT brianlewthwaite negotiatingthepedagogicalrequirementsofbothexplicitinstructionandculturallyresponsivepedagogyinfarnorthqueenslandteachingexplicitlyrespondingresponsively AT philemonchigeza negotiatingthepedagogicalrequirementsofbothexplicitinstructionandculturallyresponsivepedagogyinfarnorthqueenslandteachingexplicitlyrespondingresponsively |