Full title: Being culturally competent or culturally indulgent: what is an effective pedagogical framework for working with Indigenous learners?
Abstract:
This article presents a discussion of ideas about whiteness behaviours that are present in curriculum delivery. While culturally appropriate curriculum purports to address both content and delivery considerations relevant to Indigenous learners, there are planes of engagement that encapsulate white subjectivities which are both visible and invisible, and represent just one chronology of whiteness.
Full title:The Epistemology that Maintains White Race Privilege, Power and Control of Indigenous Studies and Indigenous Peoples’ Participation in Universities
Abstract
This article represents my attempt to turn the gaze and demonstrate how Indigenous Studies is controlled in some Australian universities in ways that witness Indigenous peoples being further marginalised, denigrated and exploited. I have endeavoured to do this through sharing an experience as a case study.
The resource contains papers from the 17th Annual Conference of the European Access Network, 2008. The EAN annual conference in Berlin in 2008 addressed an issue which is becoming increasingly important in the world today, that of migrating populations and their need of higher education.
The WA branches of the Australia and New Zealand Student Services Association (ANZSSA) and ISANA International Education Association cordially invite you to our 9th Duty of Care conference.
Abstract
This article draws upon data from semi-structured interviews with Australian Indigenous teachers to explore the role their mothers played in shaping their decisions to become teachers. The findings suggest that their mothers' emotional involvement and investment in their sons' and daughters' education generated significant reserves of emotional capital upon which the teachers drew.
Abstract
Tens of thousands of young people leave school with no or very few qualifications in England. This paper asks: what is the ethnic dimension of the low achievement problem?
bstract
This paper presents data collected in individual case studies that aimed to investigate children and their families who succeeded against the usual 'odds' of disadvantage. Funded as an extension of EPPE 3-11 by the Cabinet Office for the Equalities Review, the study focused particularly closely upon the performance of disadvantaged children from White and minority ethnic groups. The study found that disadvantaged families often have high aspirations for their children and provide significant educational support through 'concerted cultivation'.
