Pathways to progress? – collective conscientisation and progressive school reform in Aboriginal education
Bibliographic Data
| ID | 12905977 |
|---|---|
| Authors | Rose Amazan (0000-0001-7178-3178, UNSW Sydney, corresponding author), Julian Wood (0000-0002-3822-5606, The University of Sydney), K Lowe (0000-0002-2982-6565, UNSW Sydney), Greg Va (0000-0002-7958-9342, UNSW Sydney) |
| Year | 2023 |
| Volume | 65 |
| Issue | 3 |
| Pages | 312-328 |
| Publication date | 2023-11-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2023.2275771 |
| OpenAlex | W4388405918 |
| Language | EN |
| Citations received | 7 |
| References cited | 34 |
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 point of reference here. However, the halo around Freire and his work may occlude thinking about how to evoke his concepts, (specifically conscientisation) in the contemporary Australian context. We discuss the strengths and weaknesses of Freire's work in this light. We also discuss the Culturally Nourishing Schooling (CNS) project, a whole school reform model where teachers are encouraged to shift their reflective gaze onto themselves and on the settings in which they work. We argue that for 'success' in education to no longer be defined by deficit thinking, firstly, conscientisation must be a collective process. To change teachers and their practice and schooling requires a different conception of both change and of conscientisation
Context (archaeology · Curriculum · Pedagogy · Sociology · Work (physics · Critical and Liberation Pedagogy · Diverse Education Studies and Reforms · Indigenous and Place-Based Education
Nurturing cultural identity
Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling
The need for First Nations pedagogical narratives
Communities of practice in supporting collective sense-making for culturally nourishing schooling
A framework for teachers’ culturally responsive teaching beliefs
Transforming practices in Aboriginal education through teacher professional learning conversations
Truth-telling, truth-listening and opportunities for ensuring school cultural safety for Aboriginal students and Aboriginal educators in three primary schools in Western Australia
The Politics of Education
Reclaiming Indigenous Voice and Vision
Towards an Australian model of culturally nourishing schooling
Selections from the Prison Notebooks
Kulini
Understanding Feminism
Curriculum, Replacement, and Settler Futurity
Indigenous education sovereignty
Where is Paulo Freire
A Response to McLaren's Revisionist Interpretation of Freire
Voices on Paper
The critical pedagogy reader
Critical Consciousness
Uncovering Settler Grammars in Curriculum
A limited, apolitical, and open Paulo Freire
The Emancipatory Project of Posthumanism
Sand talk
Working with and learning from Country
Epistemic Disobedience, Independent Thought and Decolonial Freedom
| Unique citing works | 7 |
|---|---|
| Citations per year | 3,5 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |