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Strengthening Identities and Involvement of Aboriginal Children through Learning On Country

Jackson-Barrett, E. and Lee-Hammond, L. (2018) Strengthening Identities and Involvement of Aboriginal Children through Learning On Country. Australian Journal of Teacher Education, 43 (6). pp. 86-106.

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Link to Published Version: https://doi.org/10.14221/ajte.2018v43n6.6
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Abstract

Djarlgarra Koolunger (Canning River kids) is a culturally centred outdoor learning project referred to as ‘On Country Learning’ or OCL. The project explores Aboriginal connectedness to the spiritual, social, cultural, environmental and geographic dimensions of particular outdoor spaces. This allows Indigenous and non- Indigenous students and their educators to connect at what Nakata (2007) terms the ‘cultural interface’. OCL offers opportunities to transform the ways in which schools engage with Aboriginal perspectives whilst facilitating deep learning through what we describe as culturally responsive pedagogies. This paper stories the journey of Aboriginal students and their teachers, engaging in learning that is situated on Country. We examine the involvement of children when learning on Country and provide analysis using the Leuven Involvement Scales (1994). The analysis compares this group of children in a classroom context and an on Country context over a period of six months and provides preliminary evidence of the efficacy of this approach.

Publication Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: School of Education, Edith Cowan University
UNSD Goals: Goal 4: Quality Education
URI: http://researchrepository.murdoch.edu.au/id/eprint/41302
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