Greg Va
Datos Biográficos
| ID | 139841 |
|---|---|
| NOMBRE | Greg Va |
| NOMBRES | Greg |
| APELLIDO | Va |
| FIRMA | VA G |
| AFILIACIONES | Griffith University |
| ORCID | 0000-0002-7958-9342 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAS | 73 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
A methodological journey
The culturally nourishing schooling project and indigenous resurgence
Since the late 1970s, a consistent message has centred on the hope, potential, and promise of local Indigenous Peoples contributing to decision-making with regard to schooling policies and practices. However, this period is also intertwined with the influence of neoliberalism, such as the marketisation and human capital-driven approaches to education. Within this framework, the notion of local decision-making has been deployed by the state to ass…
Settler (il)literacy in and from the Australian curriculum
In this paper, we introduce settler (il)literacy as a framework for understanding the challenges faced by teachers and students as they construct new knowledge in classrooms. Local knowledges, even when they are foregrounded in schooling, remain intertwined with the ongoing impact of the colonial project. The notion of settler (il)literacy can be used to reveal the discursive twists and turns for teachers and students as they navigate their sense…
Which resources support teachers to embed Indigenous perspectives? A convergent mixed methods analysis
The national Australian Curriculum includes the Aboriginal and Torres Strait Islander Histories and Cultures Cross-curriculum Priority (CCP). The aim of this CCP is to build students’ knowledge about Aboriginal and Torres Strait Islander peoples, and specifically within the curriculum’s eight key learning areas. It has been established in research that many teachers report hesitancy or even unwillingness to teach Aboriginal and Torres Strait Isla…
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling
There is a growing body of evidence highlighting effective pedagogical approaches for educating First Nations students around the world. Despite this evidence, and a plethora of culturally-inclusive aligned policies and professional strategies, many Aboriginal students continue to receive inequitable and poor-quality schooling in Australian schools in ways that do not meet their sovereign needs. While a range of culturally responsive / sustaining…
Exclusion of curriculum justice from the 2021 review of the Australian curriculum
The study reported in this paper examined the debates surrounding proposed changes to the Australian history curriculum made as a part of the 2020/2021 curriculum review. The focus is on the commentary and media statements made in the public domain by influential voices, such as the then Federal Minister of Education, academics and members of the public. The time period under investigation is between the months of April and December 2021. The ana…
A framework for teachers’ culturally responsive teaching beliefs
Based on previous research into Aboriginal education, this paper examines a quantitative framework for culturally responsive teaching (CRT) composed of five key dimensions: Understanding Community; Curriculum Work; Reflexive Discussions; Collaborative Teaching Practices; and Learning through Cultural Mentorship. With data from 119 teachers in schools with high percentages of Aboriginal students, there was strong empirical evidence for the CRT fra…
Reclaiming the Cultural Politics of Teaching and Learning
Despite often being associated with anti-establishment, irreverent, and a do-it yourself (DIY) rejection of dominant culture, less considered may the collaborative, communal and curative threads of punk thinking, being and doing. From the outset, punk offered critiques and alternative ways of conceptualizing a world and ways of worlding, that aren't as harmful and constraining as those encountered by many in the dominant milieu of life. This mono…
Transforming schooling practices for First Nations learners
The Australian education system is culpable in perpetuating, rather than alleviating, inequitable outcomes for First Nations peoples. To address this, the Culturally nourishing schooling project (2020-2024) involves eight high schools committed to whole-of-school change in four intertwined domains: learning from Country, culture/language programs, epistemic mentoring, and sustained professional learning. In this paper we envision how and why the …
Transforming practices in Aboriginal education through teacher professional learning conversations
Professional learning conversations (PLCs) as a professional learning strategy for teachers can play a role in transforming schooling practices. PLCs are one strategy of Culturally Nourishing Schooling (CNS), a whole school reform project aimed at changing schooling practices to improve outcomes for Aboriginal and Torres Strait Islander students. We report on four PLCs facilitated by researchers (in-person and online) with one cultural mentor and…
Sometimes perception will suffice”
Pathways to progress? – collective conscientisation and progressive school reform in Aboriginal education
Setting in train various forms of curriculum and pedagogic change in schools whilst seeking to improve both teaching strategies and Aboriginal educational outcomes in Australia is a complex business. This involves a sustained effort to equip the next generation of educators with the skills and knowledges to identify, diagnose, and devise remedies for the 'problems' that are sometimes ascribed to Aboriginal learners. The work of Paolo Freire is a …
Korean Bibimbap mothers’ family language policies (FLPs) for their children’s bilingualism in Australia
The influential role of parents has long been acknowledged as a key contributor to children’s bilingual development. Parents’ home-based informal efforts to foster children’s bilingual abilities are described as family language policies (FLPs). The important connection between bilingualism and FLP has been established, but to date there are few studies concerning Korean immigrant families in Australia, highlighting their unique cultural values. A…
Can we keep up with the aspirations of Indigenous education
Decolonising schooling practices through relationality and reciprocity
Indigenous communities share concerns related to power, tokenism, and the reproduction of patterns of privilege and discrimination within formal schooling systems. These are issues that were central to ambitions of the Culture, Community and Curriculum Project (CCCP), the focus of this paper. The CCCP was a three-year ‘pilot’ study that accepted from the outset that Aboriginal parents and community members should have a genuine and meaningful rol…
The Aboriginal voices project
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 w…
Towards an Australian model of culturally nourishing schooling
2020 looms large for Indigenous education in Australia, with the ‘Refreshed’ Close the Gap strategy hanging over the collective heads of schools, Indigenous students and their families. It is argued that the four tenets of this model centres on the curriculum construct of Learning from Country, the authentic inclusion of cultural practices and Indigenous languages in both curriculum and school practice, establishing epistemic and pedagogic mentor…
Talking about culturally responsive approaches to education
Culturally responsive approaches to schooling (CRS) aim to address pervasive inequities that exist in education. More specifically, CRS practices seek to improve the experiences and academic achievements of marginalised and minoritised learners, such as those from culturally and linguistically diverse backgrounds. In this paper, we consider the possibilities for CRS in the context of Australia where Indigenous students (along with their parents, …
Supplementary no more
As cross-country comparisons of education systems have become increasingly important for policy-making, different structural arrangements have attracted attention in the pursuit of equity and excellence. One area of interest has been instructional time in formal schooling. Missing in such comparisons is the role instruction outside of formal/compulsory schooling. Supplementary education in its many forms has a long history, global reach, and is i…
Questions of Culture in Autoethnography
Autoethnography allows researchers to make sense of the ‘ethno’ – the cultural – by studying their own experiences – the ‘auto’. It links the self to the cultural, allowing for an inductive grounding of theoretical insight into researchers' lived experiences. But what happens when the culture that we research is not conventionally or entirely our ‘own’? What happens when our culture does not neatly conceptualise the ‘auto’ as an individual, Weste…
Preparing for Culturally Responsive Schooling
In Australia, schools are experiencing increasing cultural diversity, alongside of nationalizing assessment and curricular and professional standards. It is raising concerns regarding the pace of systemic reform and sector wide professional renewal. Culturally responsive schooling practices may be helpful at this time because it locates the experiences of learners as powerfully influencing engagement and achievement. This article reports on "The …
Social justice and race critical education research
‘Consider, for example, educators’ and educational researchers’ concerns with assimilation, civilization, vocational training, IQ, poverty, cultural difference, remedial education, school readiness, achievement gaps, accountability, and standardization – all of these conversations were and still are intimately connected to race and racism regardless of whether we name them as such’ (Brayboy, Castagno, & Maughan, 2007, p. 159). The roll-out of nat…
Everyday race-making pedagogies in the classroom
In this paper I examine the ‘pedagogies of positioning’ performatively played out within the Australian high school classrooms I observed. The study aimed to develop a better understanding of how teachers pedagogically racialise the classroom in and through discursive encounters with students. The social analysis of these data accepts that teachers and students (and the researcher) performatively do race in ways that locate, construct, and negoti…
The racialised educational landscape in Australia
Recent political and educational policy shifts within Australia have renewed concerns with achievement and engagement ‘gaps' when Indigenous and non-indigenous school students are compared. The position taken for this article however, hopes to demonstrate that this shift is unlikely to result in improved outcomes because of an ongoing failure to account for the racialised underpinnings of the Australian educational setting. To illustrate this, th…
Education policy as numbers
While numbers, data and statistics have been part of the bureaucracy since the emergence of the nation state, the paper argues that the governance turn has seen the enhancement of the significance of numbers in policy. The policy as numbers phenomenon is exemplified through two Australian cases in education policy, linked to the national schooling reform agenda. The first case deals with the category of students called Language Backgrounds Other …
Education policy as numbers
While numbers, data and statistics have been part of the bureaucracy since the emergence of the nation state, the paper argues that the governance turn has seen the enhancement of the significance of numbers in policy. The policy as numbers phenomenon is exemplified through two Australian cases in education policy, linked to the national schooling reform agenda. The first case deals with the category of students called Language Backgrounds Other …
Preparing for Culturally Responsive Schooling
In Australia, schools are experiencing increasing cultural diversity, alongside of nationalizing assessment and curricular and professional standards. It is raising concerns regarding the pace of systemic reform and sector wide professional renewal. Culturally responsive schooling practices may be helpful at this time because it locates the experiences of learners as powerfully influencing engagement and achievement. This article reports on "The …
So, What is Wrong with Indigenous Education?' Perspective, Position and Power Beyond a Deficit Discourse
It is the aim of this article to provoke debate and encourage greater scrutiny regarding the use and meaning of the expression 'Indigenous education' within the discursive practices, research and policy in Australian education. Drawing on Hall's (2007) development of ideas from Foucault that give rise to 'Indigenous education' being viewed as a 'regime of truth', it is my contention that the widespread and largely uncritical use of this expressio…
The racialised educational landscape in Australia
Recent political and educational policy shifts within Australia have renewed concerns with achievement and engagement ‘gaps' when Indigenous and non-indigenous school students are compared. The position taken for this article however, hopes to demonstrate that this shift is unlikely to result in improved outcomes because of an ongoing failure to account for the racialised underpinnings of the Australian educational setting. To illustrate this, th…
Everyday race-making pedagogies in the classroom
In this paper I examine the ‘pedagogies of positioning’ performatively played out within the Australian high school classrooms I observed. The study aimed to develop a better understanding of how teachers pedagogically racialise the classroom in and through discursive encounters with students. The social analysis of these data accepts that teachers and students (and the researcher) performatively do race in ways that locate, construct, and negoti…
Pathways to progress? – collective conscientisation and progressive school reform in Aboriginal education
Setting in train various forms of curriculum and pedagogic change in schools whilst seeking to improve both teaching strategies and Aboriginal educational outcomes in Australia is a complex business. This involves a sustained effort to equip the next generation of educators with the skills and knowledges to identify, diagnose, and devise remedies for the 'problems' that are sometimes ascribed to Aboriginal learners. The work of Paolo Freire is a …
Supplementary no more
As cross-country comparisons of education systems have become increasingly important for policy-making, different structural arrangements have attracted attention in the pursuit of equity and excellence. One area of interest has been instructional time in formal schooling. Missing in such comparisons is the role instruction outside of formal/compulsory schooling. Supplementary education in its many forms has a long history, global reach, and is i…
Seven seasons in Aurukun
Seven Seasons in Aurukun is a timely and valuable contribution to a facet of contemporary Australia that is complex, political, and frequently misrepresented or misunderstood. Paula Shaw has written a reflective narrative about the time she spent as a teacher in a remote school within an Indigenous community in far North Queensland, Australia. Her identity and role as a teacher are central to the story being told. To teach is the reason for her b…
The racialised educational landscape in Australia
Recent political and educational policy shifts within Australia have renewed concerns with achievement and engagement ‘gaps' when Indigenous and non-indigenous school students are compared. The position taken for this article however, hopes to demonstrate that this shift is unlikely to result in improved outcomes because of an ongoing failure to account for the racialised underpinnings of the Australian educational setting. To illustrate this, th…
Education policy as numbers
While numbers, data and statistics have been part of the bureaucracy since the emergence of the nation state, the paper argues that the governance turn has seen the enhancement of the significance of numbers in policy. The policy as numbers phenomenon is exemplified through two Australian cases in education policy, linked to the national schooling reform agenda. The first case deals with the category of students called Language Backgrounds Other …
Teaching Aboriginal Studies
Review(s) of: Teaching aboriginal studies: A practical resource for primary and secondary teachers, by Rhonda Craven (Editor), Allen and Unwin, Sydney, 2011, 2nd ed., 354 pp, ISBN 978 1 74175 475 9
So, What is Wrong with Indigenous Education?' Perspective, Position and Power Beyond a Deficit Discourse
It is the aim of this article to provoke debate and encourage greater scrutiny regarding the use and meaning of the expression 'Indigenous education' within the discursive practices, research and policy in Australian education. Drawing on Hall's (2007) development of ideas from Foucault that give rise to 'Indigenous education' being viewed as a 'regime of truth', it is my contention that the widespread and largely uncritical use of this expressio…
Social justice and race critical education research
‘Consider, for example, educators’ and educational researchers’ concerns with assimilation, civilization, vocational training, IQ, poverty, cultural difference, remedial education, school readiness, achievement gaps, accountability, and standardization – all of these conversations were and still are intimately connected to race and racism regardless of whether we name them as such’ (Brayboy, Castagno, & Maughan, 2007, p. 159). The roll-out of nat…
Everyday race-making pedagogies in the classroom
In this paper I examine the ‘pedagogies of positioning’ performatively played out within the Australian high school classrooms I observed. The study aimed to develop a better understanding of how teachers pedagogically racialise the classroom in and through discursive encounters with students. The social analysis of these data accepts that teachers and students (and the researcher) performatively do race in ways that locate, construct, and negoti…
Preparing for Culturally Responsive Schooling
In Australia, schools are experiencing increasing cultural diversity, alongside of nationalizing assessment and curricular and professional standards. It is raising concerns regarding the pace of systemic reform and sector wide professional renewal. Culturally responsive schooling practices may be helpful at this time because it locates the experiences of learners as powerfully influencing engagement and achievement. This article reports on "The …
Questions of Culture in Autoethnography
Autoethnography allows researchers to make sense of the ‘ethno’ – the cultural – by studying their own experiences – the ‘auto’. It links the self to the cultural, allowing for an inductive grounding of theoretical insight into researchers' lived experiences. But what happens when the culture that we research is not conventionally or entirely our ‘own’? What happens when our culture does not neatly conceptualise the ‘auto’ as an individual, Weste…
Talking about culturally responsive approaches to education
Culturally responsive approaches to schooling (CRS) aim to address pervasive inequities that exist in education. More specifically, CRS practices seek to improve the experiences and academic achievements of marginalised and minoritised learners, such as those from culturally and linguistically diverse backgrounds. In this paper, we consider the possibilities for CRS in the context of Australia where Indigenous students (along with their parents, …
Supplementary no more
As cross-country comparisons of education systems have become increasingly important for policy-making, different structural arrangements have attracted attention in the pursuit of equity and excellence. One area of interest has been instructional time in formal schooling. Missing in such comparisons is the role instruction outside of formal/compulsory schooling. Supplementary education in its many forms has a long history, global reach, and is i…
Decolonising schooling practices through relationality and reciprocity
Indigenous communities share concerns related to power, tokenism, and the reproduction of patterns of privilege and discrimination within formal schooling systems. These are issues that were central to ambitions of the Culture, Community and Curriculum Project (CCCP), the focus of this paper. The CCCP was a three-year ‘pilot’ study that accepted from the outset that Aboriginal parents and community members should have a genuine and meaningful rol…
The Aboriginal voices project
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 w…
Towards an Australian model of culturally nourishing schooling
2020 looms large for Indigenous education in Australia, with the ‘Refreshed’ Close the Gap strategy hanging over the collective heads of schools, Indigenous students and their families. It is argued that the four tenets of this model centres on the curriculum construct of Learning from Country, the authentic inclusion of cultural practices and Indigenous languages in both curriculum and school practice, establishing epistemic and pedagogic mentor…
Korean Bibimbap mothers’ family language policies (FLPs) for their children’s bilingualism in Australia
The influential role of parents has long been acknowledged as a key contributor to children’s bilingual development. Parents’ home-based informal efforts to foster children’s bilingual abilities are described as family language policies (FLPs). The important connection between bilingualism and FLP has been established, but to date there are few studies concerning Korean immigrant families in Australia, highlighting their unique cultural values. A…
Can we keep up with the aspirations of Indigenous education
Pathways to progress? – collective conscientisation and progressive school reform in Aboriginal education
Setting in train various forms of curriculum and pedagogic change in schools whilst seeking to improve both teaching strategies and Aboriginal educational outcomes in Australia is a complex business. This involves a sustained effort to equip the next generation of educators with the skills and knowledges to identify, diagnose, and devise remedies for the 'problems' that are sometimes ascribed to Aboriginal learners. The work of Paolo Freire is a …
Reclaiming the Cultural Politics of Teaching and Learning
Despite often being associated with anti-establishment, irreverent, and a do-it yourself (DIY) rejection of dominant culture, less considered may the collaborative, communal and curative threads of punk thinking, being and doing. From the outset, punk offered critiques and alternative ways of conceptualizing a world and ways of worlding, that aren't as harmful and constraining as those encountered by many in the dominant milieu of life. This mono…
Transforming schooling practices for First Nations learners
The Australian education system is culpable in perpetuating, rather than alleviating, inequitable outcomes for First Nations peoples. To address this, the Culturally nourishing schooling project (2020-2024) involves eight high schools committed to whole-of-school change in four intertwined domains: learning from Country, culture/language programs, epistemic mentoring, and sustained professional learning. In this paper we envision how and why the …
Transforming practices in Aboriginal education through teacher professional learning conversations
Professional learning conversations (PLCs) as a professional learning strategy for teachers can play a role in transforming schooling practices. PLCs are one strategy of Culturally Nourishing Schooling (CNS), a whole school reform project aimed at changing schooling practices to improve outcomes for Aboriginal and Torres Strait Islander students. We report on four PLCs facilitated by researchers (in-person and online) with one cultural mentor and…
Sometimes perception will suffice”
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling
There is a growing body of evidence highlighting effective pedagogical approaches for educating First Nations students around the world. Despite this evidence, and a plethora of culturally-inclusive aligned policies and professional strategies, many Aboriginal students continue to receive inequitable and poor-quality schooling in Australian schools in ways that do not meet their sovereign needs. While a range of culturally responsive / sustaining…
Exclusion of curriculum justice from the 2021 review of the Australian curriculum
The study reported in this paper examined the debates surrounding proposed changes to the Australian history curriculum made as a part of the 2020/2021 curriculum review. The focus is on the commentary and media statements made in the public domain by influential voices, such as the then Federal Minister of Education, academics and members of the public. The time period under investigation is between the months of April and December 2021. The ana…
A framework for teachers’ culturally responsive teaching beliefs
Based on previous research into Aboriginal education, this paper examines a quantitative framework for culturally responsive teaching (CRT) composed of five key dimensions: Understanding Community; Curriculum Work; Reflexive Discussions; Collaborative Teaching Practices; and Learning through Cultural Mentorship. With data from 119 teachers in schools with high percentages of Aboriginal students, there was strong empirical evidence for the CRT fra…
A methodological journey
Sociology (22 obras) · Pedagogy (18 obras) · Indigenous and Place-Based Education (15 obras) · Indigenous Health, Education, and Rights (14 obras) · Political science (13 obras) · Indigenous (12 obras) · Educator Training and Historical Pedagogy (10 obras) · Psychology (10 obras) · Curriculum (8 obras) · Indigenous Education (8 obras)