Chrestin Meina

18926457
102096 Researching Teaching and
Learning 1
Assignment 2

1
Introduction

The educational disadvantages experienced by Indigenous students is a topic of great research, as is

the methods of how to address these issues of educational disadvantage and the best educational
practice to meet the needs of Indigenous students and improve their learning outcomes. One study
that aims to address the challenge of the complex educational needs of Indigenous students is an
article by Keddie (2014) titled ‘Indigenous representation and alternative schooling: prioritising an
epistemology of relationality’. This article discusses the use of differentiation and the use of
Indigenous ideology of relationality as a way to address the needs of Indigenous students in
alternative, Indigenous schools. Another article, ‘Seeking a Pedagogy of Difference: What Aboriginal
Students and Their Parents in North Queensland Say About Teaching and Their Learning’, by
Lewthwaite et. al., (2015), looks at the characteristics of effective teaching according to Aboriginal
students and community members. It investigates teaching pedagogy in Catholic schools in
Queensland as a means to address the learning needs of Aboriginal students. Both of these studies
have used qualitative methods in their research approach. In this essay, an analysis of the research
design of each article will be presented as well as the findings from each study and the implications
these have for teaching practice.

Critical Analysis

The purpose of Keddie’s (2014) paper is to explore the potential of the Indigenous epistemology of
relationality as a way to address the issue of reductionism which can reduce the efficiency of
alternative and culturally responsive schooling. This paper focuses on relationality as the way to
better meet the educational needs of Indigenous students. With the aim of achieving the same goal,
the purpose of the Lewthwaite et al., (2015) study was stated to be the development of teacher’s
cultural competence in schools through the understanding of culturally responsive pedagogy for
Indigenous students. Additionally, it was also to measure the influence of this pedagogy on student
learning and the teachers’ practice, to seek equitable educational outcomes for Indigenous students
and overcome their educational disadvantages. Both articles’ propose that their purpose is to
address the complex educational needs of Indigenous learners, but the first article does this through
the concept of relationality while the second article aims to meet the needs of Indigenous learners
through culturally responsive pedagogy.

Keddie (2014) presents a comprehensive view of the literature regarding the educational
disadvantage of Indigenous students. The research presented explores the central issues such as the
worldwide gap between the educational achievement of Indigenous and non-Indigenous learners

2
and the issues relating to this as well as Indigenous concepts such as relationality and self-
determination and how these relate to teaching practice. The research presented by Keddie (2014) is
highly relevant to the purpose outlined. It is also very thorough as it is inclusive of all Indigenous
students around the world and uses educational literature from other nation’s Indigenous
populations. It also uses literature specific to Australian Indigenous peoples which adds to its
authenticity as valid research.

Lewthwaite et. al., (2015) also present a comprehensive view of research regarding Indigenous
students and the importance of teacher practice in student achievement. Importantly, a gap in the
literature is pointed out regarding the inclusion of culture in teaching practice and how this can
improve the learning of Indigenous students. This is critical as it is outlined as a purpose of the
article. Lewthwaite et. al., (2015) put forward research that suggests mainstream education
marginalises some students and therefore present culturally responsive pedagogy as a way to meet
the needs of Indigenous learners and improve their learning outcomes. The authors highlight a lack
of Indigenous perspectives on this issue. They introduce this paper as the first of a three parts which
explore Indigenous perspectives on effective teaching practice in Australia. The research is highly
relevant to the suggested purposes of the article, and it identifies which gaps exist in the literature
and how this paper aims to fill the gaps (Oliver, 2012).

The article by Keddie (2014) utilises a case study of an alternative Indigenous school in Queensland
to draw on its approach to address the complexities surrounding Indigenous educational
disadvantage. The school had 80 students ranging from grades K-12 and most students identified as
Indigenous. The author conducted loosely structured interviews with the school principal, (non-
Indigenous), and board/staff members who included Indigenous Elders. The author also interviewed
students and conducted observations in the classroom and playground and examined school
documents. The data was analysed through the frameworks of cultural responsiveness, self-
determination and the epistemology of relationality (Keddie, 2014).

This study used Participatory Action Research (PAR) methodologies (McTaggart, 1991). The
interviews with the students, staff and Elders, including one who is an activist and community
educator for Indigenous rights and welfare add to the validity of the findings. This also adheres to
the PAR, as the study utilises participation from the Elders and other staff members as community
involvement in collaboration with the researcher to effect change in the teaching of Indigenous
students (McTaggart, 1991).

3
Lewthwaite et. al., (2015) gathered data through the use of semi-structured group and individual
interviews with Indigenous students, teachers and parents from five secondary schools in
Queensland. They provided information regarding their prior formal and informal learning
experiences. These schools were part of the Diocese of Townsville Catholic Education schools in
North Queensland, and included students from Indigenous and non-Indigenous backgrounds.
Several of the authors who are Aboriginal teachers from the local school community conducted the
interviews. The authors reported on the information provided by Aboriginal students and parents
only. The interviews were audio recorded, then transcribed and analysed by the research team
consisting of all of the authors. Thematic analysis of the data regarding effective teaching was
conducted individually by each researcher and then combined collectively. The discussion of the
methodology was very detailed in this paper as compared with Keddie (2014). This study also used
PAR methodologies such as the collaboration between the researchers and members of the
community of interest, in order to effect change in the teaching practice for Indigenous students
(McTaggart, 1991).

Although both articles provide a comprehensive view of literature and aim to address the gaps, they
do have limitations. Keddie (2015) acknowledges that the article has not addressed culturally
appropriate and responsive pedagogy to deal with the complexities surrounding the disadvantages
of Indigenous students. This is however, addressed by Lewthwaite et. al., (2015), as their main focus.
These authors also admit to a limitation in their study; that the student and family participants in the
study were those who were already engaged in the education process and may not be
representative of the entire school community in this area.

Keddie (2014) presents a discussion around the main ideas that emerged from the interviews. There
is a focus on the epistemology of relationality, and how the learning at the school occurred through
Indigenous culture and was not reductionist in nature. The staff at the school had cultural
knowledge, which allowed them to have a deeper understanding of the disadvantage the students’
experienced. Keddie (2014) suggest the focus on learning through Indigenous culture and using
relationality approach enabled the school to meet the complex needs of Indigenous learners.

Lewthwaite et. al., (2015) presented their findings through the themes that emerged from the
interviews. These themes were presented from the parent and student perspectives regarding the
effective teaching strategies. Excerpts from the interviews are included throughout the findings
section and this adds to the validity of the discussion. Evidence from literature was also used to
support each point, which added to the reliability of the research. Following this, the authors

4
created a framework for a culturally responsive pedagogy based on the answers provided by the
Aboriginal members in the interviews.

Keddie (2014) concludes by saying that there are no quick solutions for the educational disadvantage
of Indigenous students. The author continues saying that the practices presented in the article are
not new in Indigenous education research but the case study presents insights into how relationality
can frame teaching practice. They highlight that Indigenous schools can have the adverse effect of
further marginalising Indigenous students but ascertains that there is still a need for these
alternative schools which can cater to the complex need of Indigenous students. This is important as
the author highlights a potential problem for the teaching practice but also explains how it can be
addressed.

Lewthwite et. al., (2015) conclude their paper by saying that they have used oral accounts of formal
and informal learning from Aboriginal students and families to make clear what culturally responsive
teaching practice looks like. They also suggest that good teaching practice generally, incorporates
these qualities. They determine that it is the obligation of schools involved to respond to the issues
presented in the study. Both studies have concluded by referring to how their research has
implications for teaching practice.

Implications for Teaching Practice

As both articles have used PAR methodologies, this means that findings from both articles can have
direct implications for teaching practice as the research itself has a main purpose of generating a
change in action (McTaggart, 1991). Both articles have used information provided by Indigenous
students, families and teachers which adds to the quality of the research and its transferability to
understanding Indigenous disadvantage and effective teaching practice. Both articles acknowledge
that there are certain teaching strategies that can be implemented to address the specific needs of
Indigenous students. This aligns with Standard 1.4 of the Australian Professional Standards for
Teachers, which sets out the need for strategies for these students (AITSL, 2014).

The article by Keddie (2015) has vital implications on teaching practice for Indigenous students. This
article suggests that alternative Indigenous schools could provide the answer to meeting the
complex educational needs of Indigenous students. The ideas presented can be used to effect
change in teaching practice in these alternative schools. However, the suggestions made by the
participants can also be incorporated into effective teaching practice in mainstream schools where

5
Indigenous students face disadvantage. The author and participants suggest that teacher’s
knowledge of the community can be used to connect with students. Also, teacher’s lack of
understanding of the students and their home lives is one reason they are unable able to engage
students. Castagno and Brayboy (2008) suggest that understanding connections between students’
home and school is a way to affect enhanced learning and achievement. The provision of an inclusive
environment, with Indigenous representation, and community involvement is also credited for
student success in alternative schools. Using ideas of relationality such as kinship and a sense of
community can be a way for teachers to understand complex Indigenous identities and reduce
reductionist views of culture. Student disengagement and hardships may be associated with a loss of
this connection. The author suggests that teachers can therefore use cultural knowledge to support
students, which is also recommended by Krakouer (2015) as a way for teachers to better understand
and connect with students and their families.

The study by Lewthwaite et. al., (2015) has direct implications for teaching practice regarding
Indigenous students and their families. The authors provide examples of culturally responsive
pedagogy and a framework for this for teachers to use in their practice to enhance learning
outcomes for disadvantaged Indigenous students. This is based off the information they gathered
from Aboriginal students and family members so it has high validity and relevance. This is valuable to
teaching as it provides information not only about which teaching practices are found to be effective
but also how to implement them into teaching practice.

The first part is from the parent’s perspectives on effective teaching practice. This for teachers to
develop their cultural awareness, especially in understanding the history of Indigenous people in
education systems, and also in understanding that Indigenous students need to ‘code switch’
between home and school which can be challenging. Krakouer (2015) highlights the importance of
teacher’s knowing the students and their families as part of effective pedagogy of cultural
responsiveness. Parents also wanted teachers to understand their perceived inability to change
schooling, and to change their view of Indigenous students and their communities. Finally, the
parents wanted schools to have a more holistic focus, not just on academic achievement, and they
had a desire for schools and teachers to affirm cultural identity. This idea was also presented by
Krakouer (2015) as effective pedagogy.

The perspectives that emerged from the Aboriginal students themselves have vital implications to
teaching practice. The students indicated that a positive student-teacher relationship was crucial as

6
a foundation for learning. Students also acknowledged that their learning and engagement could be
encouraged through the connections with the community. Krakouer (2015) also discusses the
importance of cultural responsive teaching practices which include the community in the schooling
system. Students also communicated that it was vital that learning expectations were made clear.
Finally, they purported that teaching should be differentiated to accommodate the student diversity,
especially learning through their peers. Differentiation is an important pedagogical approach that
aims to meet the needs of each individual or small groups to maximise their learning opportunities
(Tomlinson et. al., 2003).

Conclusion

Both papers have investigated the issue of Indigenous educational disadvantage and made
recommendations for effective teaching practices to address the complex needs of Indigenous
learners. The authors have presented teaching strategies based on qualitative research methods and
literature reviews that have important implications for teaching practice.

7
 References

Australian Institute for Teaching and School Leadership (AITSL) (2014). Australian Professional
Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers 22nd May 2017

Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for Indigenous youth: A review of
the literature. Review of Educational Research, 78(4), 941-993.

Keddie, A. (2014). Indigenous representation and alternative schooling: Prioritising an epistemology of

relationality. International Journal of Inclusive Education, 18(1), 55-71.

Lewthwaite, B., Osborne, B., Lloyd, N., Llewellyn, L., Boon, H., Webber, T., Laffin, G., Kemp, C., Day, C., Wills,
J., & Harrison, M. (2015). Seeking a Pedagogy of Difference: What Aboriginal Students and Their
Parents in North Queensland Say about Teaching and Their Learning. Australian Journal of Teacher
Education, 40(5), n5.

Krakouer, J. (2015). Literature review relating to the current context and discourse on Indigenous cultural
awareness in the teaching space: Critical pedagogies and improving Indigenous learning outcomes
through cultural responsiveness. Retrieved from
http://research.acer.edu.au/indigenous_education/42 10th May 2017

McTaggart, R. (1991). Principles for participatory action research. Adult Education Quarterly, 41(3), 168-187.

Oliver, P. (2012). Succeeding with your literature review: A handbook for students. Maidenhead: Open
University Press.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., ... & Reynolds, T.
(2003). Differentiating instruction in response to student readiness, interest, and learning profile in
academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2-
3), 119-145.