Empirical reference points for Bernstein’s model of pedagogic rights: Recontextualising the reconciliation agenda to Australian schooling
Contribuinte(s) |
Vitale, Philippe Exley, Beryl |
---|---|
Data(s) |
16/08/2015
|
Resumo |
In this chapter we use Bernstein’s (2000) model of pedagogic rights to examine the learning experiences for non-Indigenous teachers in two reconciliation projects. In the context within which we write, reconciliation is the process of establishing a culture of mutual respect between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians. In 1991, the Royal Commission into Aboriginal Deaths in Custody linked the continuation of racism in Australian society to the weak coverage of Aboriginal and Torres Strait Islander content in the school curriculum (Reconciliation Australia 2010). Nearly two decades later, the Melbourne Declaration on Educational Goals for Young Australians issued by the council of Federal, State and Territory Ministers of Education proclaimed that curriculum should enable all students to ‘understand and acknowledge the value of Indigenous cultures and possess the knowledge, skills and understanding to contribute to, and benefit from reconciliation between Indigenous and non-Indigenous Australians’ (MCEETYA 2008, 9). Education holds out promise not only of better life chances for Indigenous young people, but also of replacing myths with understanding and tackling prejudice and racism within the non-Indigenous population. Bernstein’s (2000) model of pedagogic rights promises some purchase on this pedagogic work by providing concepts for looking systematically at the participation of non-Indigenous teachers in education. As observed by Frandji and Vitale (Chapter 2, this volume), the model is not sufficient to achieve a democratic reality, ‘but simply provides a basis for problematizing reality and considering possibilities’. |
Formato |
application/pdf |
Identificador | |
Publicador |
Routledge |
Relação |
http://eprints.qut.edu.au/84289/3/84289.pdf http://www.sponpress.com/books/details/9781138898097/ Exley, Beryl, Davis-Warra, John, & Dooley, Karen (2015) Empirical reference points for Bernstein’s model of pedagogic rights: Recontextualising the reconciliation agenda to Australian schooling. In Vitale, Philippe & Exley, Beryl (Eds.) Pedagogic Rights & Democratic Education. Routledge, London, pp. 33-46. http://purl.org/au-research/grants/ARC/LP0990289 QTU/LP0990289 |
Direitos |
Copyright 2015 Routledge (Taylor & Francis) |
Fonte |
Children & Youth Research Centre; School of Curriculum; Faculty of Education; School of Early Childhood |
Palavras-Chave | #130105 Primary Education (excl. Maori) #130313 Teacher Education and Professional Development of Educators #sociology #pedagogic rights #non-Indigenous teachers #reconciliation #Indigenous knowledge #Australian Curriculum English #Aboriginal and Torres Strait Islander histories and cultures #dreaming circle #EATSIPS |
Tipo |
Book Chapter |