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Teaching to Difference: Working with Aboriginal and Torres Strait Islander Students in Urban Schools

Published online by Cambridge University Press:  22 July 2015

Penny Tripcony
Penny Tripcony*
Affiliation:
The University of Queensland
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Extract

The following paper was presented to a group of teachers, curriculum advisers, school support centre personnel and review officers at a one day conference organised by the Metropolitan West Region of the Queensland Department of Education. The time allocated for this session was 35 minutes. I therefore decided to focus on what I consider to be the two major barriers to Aboriginal and Torres Strait Islander student participation in schooling: recognition and valuing by teachers of children's identity and language. For other factors contributing to children's participation, such as curriculum relevance, parent/community involvement in decision-making, I provided participants with handouts which I had developed during the past four years or so.

Type
Articles
Information
The Australian Journal of Indigenous Education , Volume 23 , Issue 3 , September 1995 , pp. 35 - 43
Copyright
Copyright © Cambridge University Press or the authors 1995

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References

Burney, L., Lester, T. and Riley, L. (1982) Strategies for Teaching Aboriginal Children. Sydney: Directorate of Special Programs, NSW Department of Education.Google Scholar
Department of Employment, Education and Training. (1995) Langwij Comes to School. Canberra: AGPS.Google Scholar
Dwyer, J. (1989) ‘Talking with Aboriginal children’, in A Sea of Talk. PETA.Google Scholar
Eades, D. (1992) Aboriginal English and the Law. Brisbane: Queensland Law Society.Google Scholar
Harkins, J. (1994) Bridging Two Worlds: Aboriginal English and Crosscultural Understanding. St. Lucia: University of Queensland Press.Google Scholar