Introduction, Marnee Shay, Rhonda Oliver 1. Foundations of Teacher Knowledge and Classroom Practice in Indigenous Education, Jay Phillips 2. Resisting the Racist Silence: Understanding the evidence for when racism and education collide, Gawaian Bodkin-Andrews Shannon Foster, Frances Bodkin, John Foster, Gavin Andrews, Karen Adams, and Ross Evans 3. Practising critical self-reflection as a foundational skill, Aunty Denise Proud and Ann Morgan 4. Cultural learnings: foundations for Aboriginal student wellbeing, Cheryl Kickett-Tucker 5. Strong identities, strong futures: Indigenous identities and well-being in schools, Marnee Shay, Grace Sarra, Annette Woods 6. Weaving Torres Strait Islander Language and Culture into Teaching and Learning, Robyn Ober Robyn Ober, Noressa Bulsey, Norah Pearson and Claire Bartlett 7. Developing strong relationships with Aboriginal students, families and communities, Mike Exell and Graeme Gower 8. Supporting the diverse language background of Aboriginal and Torres Strait Islander students, Rhonda Oliver and Simon Forrest 9. Teaching and learning - there is no one right way, but there are right things to do, Lillian Miller and Carly Steele 10. Critical selection of curriculum materials for embedding Indigenous knowledges and perspectives: tools for teachers, Beth Madsen, Ren Perkins, Marnee Shay 11. Culturally Responsive Pedagogies and Perspectives in Mathematics, Grace Sarra and Bronwyn Ewing 12. Relational pedagogies and co-creating curriculum with students, Danielle Armour and Jodie Miller 13. Aboriginal and Torres Strait Islander students at school - strengths analysis, Ellen Grote and Tomzarni Dann 14. Learning on and from Country: Teaching by incorporating Indigenous Relational worldviews, Kathryn Coff 15. Red Ochre Women: Sisters in the Struggle for Educational Reform, Jacqueline Amagula & Helen CD McCarthy
Marnee Shay is a Senior Lecturer in the School of Education and a Senior Research Fellow in the Centre for Policy Futures at the University of Queensland. Rhonda Oliver is Head of School in the School of Education at Curtin University.
The healing will come through our old people. These elders were shaped from the land we stand on. And it's their wisdom that will allow Teachers to seek the truth within themselves. That then makes this book a true teaching tool, one that can perhaps shape that one word that we all seek. Belonging- Boori Monty Pryor, an Award-winning Author Teachers not only provide foundational knowledges to support a person's educational growth for their economic futures and socialisation within the wider society; but they also assist students, their families and communities in creating a lifetime of fond memories with their peers through their engagement in learning and school activities. For First Nation students these are dependent on the teacher's knowledge of pedagogical practices and curriculum which support and strengthen First Nation students to have sound academic outcomes and culturally respectful and engaging course work. This book provides a practical guide from a diverse range of authors with a breadth of experience in pedagogical practice, curriculum development, community partnerships and dealing with racism, which if used, can assist emerging and professional teachers in appropriate ways to provide positive, active and practical engagement within the classroom and school for First Nation students, their families and communities- Dr Lynette Riley, University of Sydney. While acknowledging positive systemic policy changes, Marnee Shay and Rhonda Oliver's edited collection provides positive, productive and practical insights for pre- and in-service teachers towards improving the schooling experiences of all Aboriginal and Torres Strait islander students in all Australians schools. In so doing, they adopt a strength-based approach, which they argue will not only improve schooling for Aboriginal and Torres Strait Islander students, but for all Australians. This is a must read for all Australian teachers and teacher educators committed to Reconciliation and more socially just schooling- Professor Bob Lingard, Institute for Learning Sciences & Teacher Education, Australian Catholic University and Emeritus Professor, The University of Queensland. What works best for Aboriginal students, works best for all -- but the converse is often not correct. Bringing the richness of culture, the awareness of heritage, and interests of Aboriginal students to the forefront of teaching means all students benefit. Oliver and Shay provide the direction for truly making a difference for Aboriginal, Torres Strait and all students-Laureate Professor John Hattie University of Melbourne Chair, Board of the Australian Institute for Teaching and School Leadership