Building positive relationships with Indigenous children, families and communities
Learning at the cultural interface
Bibliographic Data
| ID | 12906136 |
|---|---|
| Authors | Emma Kearney (Charles Sturt University, corresponding author), Leonie McIntosh (0000-0002-6680-404X, Charles Sturt University), Bob Perry (0000-0003-2237-0267, Charles Sturt University), Sue Dockett (0000-0002-4594-2961, Charles Sturt University), Kathleen Clayton (Charles Sturt University) |
| Year | 2014 |
| Volume | 55 |
| Issue | 3 |
| Pages | 338-352 |
| Publication date | 2014-05-19 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2014.914963 |
| OpenAlex | W1968851699 |
| Language | EN |
| Citations received | 15 |
| References cited | 31 |
Drawing on the work of Martin Nakata, this paper brings into focus the everyday complexities involved in the cultural interfaces that educators, both Indigenous and non-Indigenous, negotiate in order to promote children’s engagement with formal education processes. Analysis of emergent data from a recent evaluation of a preschool education programme operating in 35 rural and remote Indigenous communities in Queensland, Australia, revealed that educators struggle to situate their own knowledge and experiences in relation to the knowledge and experiences of others in both the educational and cultural contexts in which they work. A series of composite vignettes reporting the experiences of early childhood educators across these communities is used to examine the pedagogical opportunities available to educators when they are able to recognise the value of the knowledge and experience of all those involved in a child’s educational success
Early childhood education · Indigenous · Indigenous Education · Negotiation · Pedagogy · Social science · Sociology · Traditional knowledge · Value (mathematics · Early Childhood Education and Development · Indigenous and Place-Based Education · Indigenous Health, Education, and Rights
Strategies for preserving and promoting Aboriginal and Torres Strait Islander peoples' history, culture and practices in science education
Islands in the stream
A methodological journey
Cultural intersectionality and school leadership
Agency and leadership by Indigenous education workers for family-school-community engagement
Asking the experts
Intercultural education and early childhood
Which resources support teachers to embed Indigenous perspectives? A convergent mixed methods analysis
Participation of Mapuche organizations in intercultural education for children
Introduction to the special issue. Indigenous education in urban settings
Uncovering Hidden Histories
A place to learn
Indigenous education in Russia
Evaluation in the field of early childhood development
Beyond cultural competence
Reclaiming aboriginal knowledge at the cultural interface
Qualitative evaluation and research methods
Teachers' Education, Classroom Quality, and Young Children's Academic Skills
Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.
Indigenous Knowledge and the Cultural Interface
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
On Writing Qualitative Research
Whiteness
Thoughts, Feelings and Intentions to Learn
Ways of knowing, being and doing
Coping strategies for adaptation to new teacher appointments
The experiences of neophyte teachers
Children's interpersonal behaviors and the teacher–child relationship
Pedagogy in Common
Exploring the Use of Vignettes
Disciplining the Savages, Savaging the Disciplines
Power in The People
Indigenous Pedagogy as a Force for Change
White Squall
The Cultural Interface
| Unique citing works | 15 |
|---|---|
| Citations per year | 1,36 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |