Teaching indigenous children: Listening to and learning from indigenous teachers

Ninetta Santoro, Jo-Anne Reid, Laurence Crawford, Lee Simpson

    Research output: Contribution to journalArticlepeer-review

    57 Citations (Scopus)
    124 Downloads (Pure)

    Abstract

    This article is based on the findings of a qualitative case study that examined the professional experiences and career pathways of fifty current and former Australian Indigenous teachers. Here, we draw on data obtained from semi-structured interviews with the teachers to highlight their knowledge in three key areas: 'Indigenous ways of knowing', 'Indigenous learners' lives beyond the classroom' and 'Building relationships with Indigenous students and communities'. We suggest that Indigenous teachers can potentially play important roles as teacher educators and as mentors to non-Indigenous teachers and preservice teachers. We argue that it is important for schooling systems and teacher education to create and formalise opportunities for non-Indigenous teachers and preservice teachers to listen to, and learn from their Indigenous colleagues.
    Original languageEnglish
    Pages (from-to)65-76
    Number of pages12
    JournalAustralian Journal of Teacher Education
    Volume36
    Issue number10
    DOIs
    Publication statusPublished - 2011

    Fingerprint

    Dive into the research topics of 'Teaching indigenous children: Listening to and learning from indigenous teachers'. Together they form a unique fingerprint.

    Cite this