What Aboriginal and Torres Strait Islander Students in North Queensland Say About Effective Teaching Practices: Measuring Teacher and Understanding Pedagogical Cultural Competence

• In Event: 52.083 - Roundtable Session 19
  In Roundtable Session: 52.083-4 - Achieving the Promise for Indigenous Peoples: Research and Praxis I

Abstract

This paper describes a four phase project between an Australian university working with a Catholic Education Diocese to respond to Aboriginal students' and parents' request for a culturally responsive pedagogy (CRP). In this presentation we outline the processes and outcomes of each phase of the project. The project details (1) what students and parents identify as the critical elements for a culturally responsive pedagogy; (2) the statistical processes used to develop an instrument to evaluate teacher's competence in responding to these elements; (3) the statistical identification of behaviours of most significance for Indigenous students and (4) the processes that cause teachers to adjust their practices to a culturally responsive practice. Implications of this study to the broader context internationally of CRP.

Authors

• Brian Ellis Lewthwaite, James Cook University - Australia

• Helen Joanna Boon, James Cook University - Australia

• Tammi Webber, The Diocese of Catholic Education: Townsville

• Gail Laffin, Catholic Education Office