C Burge
Biographic Data
| ID | 113329 |
|---|---|
| NAME | C Burge |
| GIVEN NAMES | C |
| FAMILY NAME | Burge |
| SIGNATURE | BURGE C |
| AFFILIATIONS | The University of Sydney |
| ORCID | 0000-0002-0580-7191 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
The impact of Learning from Country on teachers’ understandings of place and community
In this paper, we present findings from the Culturally Nourishing Schooling (CNS) project data, collected during and after a series of experiential and immersive Learning from Country (LFC) activities with teachers working in New South Wales (NSW) schools in Australia. LFC is positioned as the critical first step in the CNS whole-school reform project, which seeks to improve Aboriginal and Torres Strait Islander students’ educational experiences …
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…
Conceptualising culturally nourishing school leadership
Identity matters
Lessons to learn, discourses to change, relationships to build
When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aborig…
Sovereign and pseudo-hosts
‘Why can't we be smart?’ Exploring School Community partnerships through Decolonising Race Theory
Millstone, Noah, PI. Manuscript Pamphleteering in Early Stuart England. Database
Collected from over 50 archives, Manuscript Pamphleteering in Early Stuart England (MPESE) is a searchable database of more than 500 distinct texts from the mid-sixteenth century until the outbreak of the English Civil War in 1642, created as part of an AHRC-funded research project. 1 Bringing together and creating metadata for these documents, this database offers a means "to survey the vast hidden archive of early Stuart England's manuscript pa…
Towards a conceptual framework for Country-centred teaching and learning
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 e…
Rhetoric vs reality
In Australia, pervasive deficit representations and positioning of Aboriginal peoples continue to impact on teachers’ capacity to meaningfully embed Aboriginal curriculum and pedagogies into their teaching. This sits within a policy context driven by standardization, competition and market forces focused on closing the gap between Aboriginal and non-Aboriginal student outcomes to address the statistical dissonance caused by Aboriginal underachiev…
Decolonising Indigenous education
Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for …
School-based Indigenous cultural programs and their impact on Australian Indigenous students
This critical systematic review of Australian research literature provides insights into the aspirations of Indigenous communities to collaborate with schools in establishing local Indigenous language and cultural programmes. This systematic review investigates the body of Australian research into the cultural, social and educational impacts on those Aboriginal and/or Torres Strait Islander students who have had opportunities to engage with these…
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…
Aboriginal cultural educators teaching the teachers
This paper discusses an Aboriginal cultural mentoring project for non-Aboriginal teachers that positions Aboriginal people front and centre as cultural and educational experts. In so doing it sets out to contribute to work in Australia that challenges 'common' understandings about mentoring in educational contexts where the expert is usually a western-educated non-Aboriginal teacher. In this project, non-Aboriginal teachers are supported in imple…
‘Teaching from the Heart’
This paper explores the unique challenges, experiences and circumstances that enable and/or constrain non-Aboriginal teachers involved in teaching the Stage 6 Aboriginal Studies syllabus in the New South Wales (NSW) curriculum (2010). Drawing on the yarning inquiry methodology of Bessarab and Ng'andu, seven semi-structured interviews were conducted with Aboriginal and non-Aboriginal Aboriginal Studies teachers to open a powerful and insightful di…
Beyond cultural competence
This paper problematises the concept of cultural competence in teacher professional learning arguing instead for opportunities to develop critical reflexivity in the ongoing construction of a pedagogical cultural identity. In the Aboriginal context within Australia, this research study demonstrates how attaining cultural knowledge, understandings and skills is most effective when professional learning is delivered by local Aboriginal cultural kno…
‘Having to say everyday … I’m not black enough … I’m not white enough’. Discourses of Aboriginality in the Australian education context
This paper interrogates discourses of Aboriginality about, and by, early career Aboriginal teachers as they negotiate their emergent professional identity in specific Australian school contexts. These discourses position the respondents via their ethnic and cultural background and intersect with self-positioning. This relates to the desire to be positioned as teacher rather than (only) as an ‘Aboriginal’ teacher. Consequently, the over-determinat…
Conceptualising a pedagogical cultural identity through the narrative construction of early career Aboriginal teachers' professional identities
Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies
This paper explores and challenges our assumptions as lecturers about preservice teachers' knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011-2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the conte…
Cultural Immersion
A lack of teacher awareness of the cultural and historical background of Aboriginal students has long been recognised as a major causative factor in the failure of Australian schools to fully engage Aboriginal students and deliver equitable educational outcomes for them. Using Wenger's communities of practice framework, this paper analyses the effectiveness of the Connecting to Country (CTC) program in addressing this issue in New South Wales (NS…
Decolonising Indigenous education
Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for …
Beyond cultural competence
This paper problematises the concept of cultural competence in teacher professional learning arguing instead for opportunities to develop critical reflexivity in the ongoing construction of a pedagogical cultural identity. In the Aboriginal context within Australia, this research study demonstrates how attaining cultural knowledge, understandings and skills is most effective when professional learning is delivered by local Aboriginal cultural kno…
Cultural Immersion
A lack of teacher awareness of the cultural and historical background of Aboriginal students has long been recognised as a major causative factor in the failure of Australian schools to fully engage Aboriginal students and deliver equitable educational outcomes for them. Using Wenger's communities of practice framework, this paper analyses the effectiveness of the Connecting to Country (CTC) program in addressing this issue in New South Wales (NS…
Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies
This paper explores and challenges our assumptions as lecturers about preservice teachers' knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011-2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the conte…
Aboriginal cultural educators teaching the teachers
This paper discusses an Aboriginal cultural mentoring project for non-Aboriginal teachers that positions Aboriginal people front and centre as cultural and educational experts. In so doing it sets out to contribute to work in Australia that challenges 'common' understandings about mentoring in educational contexts where the expert is usually a western-educated non-Aboriginal teacher. In this project, non-Aboriginal teachers are supported in imple…
Conceptualising a pedagogical cultural identity through the narrative construction of early career Aboriginal teachers' professional identities
Conceptualising culturally nourishing school leadership
Cultural Immersion
A lack of teacher awareness of the cultural and historical background of Aboriginal students has long been recognised as a major causative factor in the failure of Australian schools to fully engage Aboriginal students and deliver equitable educational outcomes for them. Using Wenger's communities of practice framework, this paper analyses the effectiveness of the Connecting to Country (CTC) program in addressing this issue in New South Wales (NS…
‘Having to say everyday … I’m not black enough … I’m not white enough’. Discourses of Aboriginality in the Australian education context
This paper interrogates discourses of Aboriginality about, and by, early career Aboriginal teachers as they negotiate their emergent professional identity in specific Australian school contexts. These discourses position the respondents via their ethnic and cultural background and intersect with self-positioning. This relates to the desire to be positioned as teacher rather than (only) as an ‘Aboriginal’ teacher. Consequently, the over-determinat…
Conceptualising a pedagogical cultural identity through the narrative construction of early career Aboriginal teachers' professional identities
Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies
This paper explores and challenges our assumptions as lecturers about preservice teachers' knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011-2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the conte…
Beyond cultural competence
This paper problematises the concept of cultural competence in teacher professional learning arguing instead for opportunities to develop critical reflexivity in the ongoing construction of a pedagogical cultural identity. In the Aboriginal context within Australia, this research study demonstrates how attaining cultural knowledge, understandings and skills is most effective when professional learning is delivered by local Aboriginal cultural kno…
‘Teaching from the Heart’
This paper explores the unique challenges, experiences and circumstances that enable and/or constrain non-Aboriginal teachers involved in teaching the Stage 6 Aboriginal Studies syllabus in the New South Wales (NSW) curriculum (2010). Drawing on the yarning inquiry methodology of Bessarab and Ng'andu, seven semi-structured interviews were conducted with Aboriginal and non-Aboriginal Aboriginal Studies teachers to open a powerful and insightful di…
School-based Indigenous cultural programs and their impact on Australian Indigenous students
This critical systematic review of Australian research literature provides insights into the aspirations of Indigenous communities to collaborate with schools in establishing local Indigenous language and cultural programmes. This systematic review investigates the body of Australian research into the cultural, social and educational impacts on those Aboriginal and/or Torres Strait Islander students who have had opportunities to engage with these…
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…
Aboriginal cultural educators teaching the teachers
This paper discusses an Aboriginal cultural mentoring project for non-Aboriginal teachers that positions Aboriginal people front and centre as cultural and educational experts. In so doing it sets out to contribute to work in Australia that challenges 'common' understandings about mentoring in educational contexts where the expert is usually a western-educated non-Aboriginal teacher. In this project, non-Aboriginal teachers are supported in imple…
Towards a conceptual framework for Country-centred teaching and learning
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 e…
Rhetoric vs reality
In Australia, pervasive deficit representations and positioning of Aboriginal peoples continue to impact on teachers’ capacity to meaningfully embed Aboriginal curriculum and pedagogies into their teaching. This sits within a policy context driven by standardization, competition and market forces focused on closing the gap between Aboriginal and non-Aboriginal student outcomes to address the statistical dissonance caused by Aboriginal underachiev…
Decolonising Indigenous education
Little research exists about Indigenous-led teacher professional learning to improve skills in developing culturally responsive practices in schooling. This paper addresses a noticeable gap in the literature, that of Indigenous people mentoring non-Indigenous teachers to develop culturally responsive pedagogies. In the Australian context, the Decolonising Race Theory framework analyses the impact of an Aboriginal cultural mentoring programme for …
Identity matters
Lessons to learn, discourses to change, relationships to build
When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aborig…
Sovereign and pseudo-hosts
‘Why can't we be smart?’ Exploring School Community partnerships through Decolonising Race Theory
Millstone, Noah, PI. Manuscript Pamphleteering in Early Stuart England. Database
Collected from over 50 archives, Manuscript Pamphleteering in Early Stuart England (MPESE) is a searchable database of more than 500 distinct texts from the mid-sixteenth century until the outbreak of the English Civil War in 1642, created as part of an AHRC-funded research project. 1 Bringing together and creating metadata for these documents, this database offers a means "to survey the vast hidden archive of early Stuart England's manuscript pa…
The impact of Learning from Country on teachers’ understandings of place and community
In this paper, we present findings from the Culturally Nourishing Schooling (CNS) project data, collected during and after a series of experiential and immersive Learning from Country (LFC) activities with teachers working in New South Wales (NSW) schools in Australia. LFC is positioned as the critical first step in the CNS whole-school reform project, which seeks to improve Aboriginal and Torres Strait Islander students’ educational experiences …
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…
Conceptualising culturally nourishing school leadership
Sociology (18 works) · Pedagogy (16 works) · Indigenous Health, Education, and Rights (13 works) · Indigenous and Place-Based Education (12 works) · Political science (12 works) · Social science (11 works) · Educator Training and Historical Pedagogy (9 works) · Indigenous (9 works) · Curriculum (8 works) · Gender Studies (8 works)