Barry Osborne
Dados Biográficos
| ID | 125285 |
|---|---|
| NOME | Barry Osborne |
| PRENOMES | Barry |
| SOBRENOME | Osborne |
| ASSINATURA | OSBORNE B |
| AFILIAÇÕES | James Cook University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 23 |
| OBRAS COMO AUTOR | 8 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1982 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2015 |
| ÍNDICE H | 3 |
Seeking a Pedagogy of Difference
This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying, through the voices of Aboriginal1 students and community members, the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North Queensland, primarily in the Mount Isa area. Through open-ended interviews, Aboriginal students an…
Around inCircles orExpanding Spirals
From the early 1900s, education in the Torres Strait was dominated by protectionism and segregation. In 1964 on Thursday Island the segregated state school system was abolished: "coloured children" could attend the high top from 1964 and thus secondary schooling became available to all as far as year 10. Since then there have been considerable changes. This paper describes and analyses some of these within a framework of relational justice and so…
Preparing Preservice Teachers' Minds, Hearts and Actions for Teaching in Remote Indigenous Contexts
This paper examines some challenges we confront working with preservice teachers prior to serving in remote Indigenous communities. Some challenges include what preservice teachers bring to their studies - subjectivities, experiential understandings of teaching and notions of childhood/adolescence, culture and social justice, all of which involve minds, emotions and our notions of our places in society. Some challenges involve linking new notions…
Towards an ethnology of culturally responsive pedagogy in small‐scale remote communities
This paper synthesises and searches for commonalities in ethnographies of Native American and Torres Strait Islander classrooms. It presents confirming and disconfirming evidence for 11 assertions about such classrooms#shcommunities. These assertions are a starting point for developing a culturally responsive pedagogy and for teacher preparation
So You've Been Appointed to a Torres Strait School
On the basis of my own experience as a teacher in Torres Strait from 1968-1972 and feedback from preservice teachers studying "Education in Torres Strait", I have decided to provide teachers and principals new to the region some background information on the context in which they find themselves. My position is that education is constrained by its present socio-political context which has been shaped by its past
Classroom theory, thinking, and action
Reflections on Education in Torres Strait
Education in Torres Strait is at a crossroad. On the one hand changes are about to occur to its organisation. On the other hand crucial inroads are being made into community life by that process of education.I have lived in Torres Strait. I know some of the fears, hopes and disillusionment of many Torres Strait Islanders. I want to share some of my insights into your situation. When I left Thursday Island in 1972, it was with sadness and with a d…
Field dependence/independence of Torres Strait Islander and aboriginal pupils
Classroom theory, thinking, and action
Seeking a Pedagogy of Difference
This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying, through the voices of Aboriginal1 students and community members, the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North Queensland, primarily in the Mount Isa area. Through open-ended interviews, Aboriginal students an…
Towards an ethnology of culturally responsive pedagogy in small‐scale remote communities
This paper synthesises and searches for commonalities in ethnographies of Native American and Torres Strait Islander classrooms. It presents confirming and disconfirming evidence for 11 assertions about such classrooms#shcommunities. These assertions are a starting point for developing a culturally responsive pedagogy and for teacher preparation
Preparing Preservice Teachers' Minds, Hearts and Actions for Teaching in Remote Indigenous Contexts
This paper examines some challenges we confront working with preservice teachers prior to serving in remote Indigenous communities. Some challenges include what preservice teachers bring to their studies - subjectivities, experiential understandings of teaching and notions of childhood/adolescence, culture and social justice, all of which involve minds, emotions and our notions of our places in society. Some challenges involve linking new notions…
So You've Been Appointed to a Torres Strait School
On the basis of my own experience as a teacher in Torres Strait from 1968-1972 and feedback from preservice teachers studying "Education in Torres Strait", I have decided to provide teachers and principals new to the region some background information on the context in which they find themselves. My position is that education is constrained by its present socio-political context which has been shaped by its past
Field dependence/independence of Torres Strait Islander and aboriginal pupils
Field dependence/independence of Torres Strait Islander and aboriginal pupils
Reflections on Education in Torres Strait
Education in Torres Strait is at a crossroad. On the one hand changes are about to occur to its organisation. On the other hand crucial inroads are being made into community life by that process of education.I have lived in Torres Strait. I know some of the fears, hopes and disillusionment of many Torres Strait Islanders. I want to share some of my insights into your situation. When I left Thursday Island in 1972, it was with sadness and with a d…
Classroom theory, thinking, and action
Towards an ethnology of culturally responsive pedagogy in small‐scale remote communities
This paper synthesises and searches for commonalities in ethnographies of Native American and Torres Strait Islander classrooms. It presents confirming and disconfirming evidence for 11 assertions about such classrooms#shcommunities. These assertions are a starting point for developing a culturally responsive pedagogy and for teacher preparation
So You've Been Appointed to a Torres Strait School
On the basis of my own experience as a teacher in Torres Strait from 1968-1972 and feedback from preservice teachers studying "Education in Torres Strait", I have decided to provide teachers and principals new to the region some background information on the context in which they find themselves. My position is that education is constrained by its present socio-political context which has been shaped by its past
Around inCircles orExpanding Spirals
From the early 1900s, education in the Torres Strait was dominated by protectionism and segregation. In 1964 on Thursday Island the segregated state school system was abolished: "coloured children" could attend the high top from 1964 and thus secondary schooling became available to all as far as year 10. Since then there have been considerable changes. This paper describes and analyses some of these within a framework of relational justice and so…
Preparing Preservice Teachers' Minds, Hearts and Actions for Teaching in Remote Indigenous Contexts
This paper examines some challenges we confront working with preservice teachers prior to serving in remote Indigenous communities. Some challenges include what preservice teachers bring to their studies - subjectivities, experiential understandings of teaching and notions of childhood/adolescence, culture and social justice, all of which involve minds, emotions and our notions of our places in society. Some challenges involve linking new notions…
Seeking a Pedagogy of Difference
This study presents the outcomes of the first phase of a three phase research initiative which begins by identifying, through the voices of Aboriginal1 students and community members, the teaching practices that influence Aboriginal student engagement and learning. The study occurs within the Diocese of Townsville Catholic Education schools in North Queensland, primarily in the Mount Isa area. Through open-ended interviews, Aboriginal students an…
Sociology (7 obras) · Education Systems and Policy (4 obras) · Educator Training and Historical Pedagogy (4 obras) · Indigenous and Place-Based Education (4 obras) · Pedagogy (4 obras) · Political science (3 obras) · Psychology (3 obras) · Action research (2 obras) · Computer Science (2 obras) · Context (archaeology (2 obras)