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Pages and Files
2012 Best Aboriginal Pedagogy Practice
2012 Teaching through culture
2012 Training in Aboriginal Pedagogy
2013 ABORIGINAL PEDAGOGY BOOK ON SALE NOW!!
8way - a yarn-up
8way - Bangamalanha Centre, RAET DET WNSW
8way - Our Protocol for using this wiki
8way planning checklist
8way resources, materials
8ways and Quality Teaching
8ways Whole-school e.g.
Aboriginal pedagogy research review
Aboriginal Worldviews & education
Aunty Alma Jean Fishing
Aunty Doris' 8way yarns
Aunty Olga message stick
Basic maths remedial
Cultural Analysis Tool
e.g. Lightning Ridge
e.g. Orange - Wiradjuri
e.g. PE plans
E.G. Plumpton High School
Engineering student 8way pres
History and Technology
I don't understand!
South Western Sydney Region ECT
Sydney - symbols and story
Sydney Kinder 8ways lesson
Sydney, Campbelltown East
Visual culture way
Walgett Public School Rules
Wiki Quest - Guided Session
Your identity map
Aboriginal Pedagogy Book...
Link to order book.
Ways of Learning
8 WAYS to start the process...
Tell a story. Make a plan. Think and do. Draw it. Take it outside. Try a new way. Watch first, then do. Share it with others
Aboriginal perspectives are not found in Aboriginal content, but Aboriginal
This Aboriginal pedagogy framework is expressed as eight
s involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.
For example, here is how
Orange Public school and local Aboriginal community
have organised Aboriginal ways of learning into a dynamic learning cycle to inform their curriculum planning:
Every place, every People, has its own
pedagogies. These 8 simple ones are merely a
point for dialogue. Each school engages in a different way, and produces its own unique frameworks for Aboriginal education through
dialogue with the community
about local ways of doing things
8ways is something that grew out of a particular ethic, a way of working that goes beyond cultural awareness, cultural sensitivity and even cultural responsiveness. It is all about
, a protocol of attending to relational obligations to the field you're working in, relating and responding holistically to people, land, culture, language, spirit and the relationships between these with integrity and intellectual rigour. 8ways is a point of entry into this way of knowing. It is a way to develop
relationally responsive practice
in the way you work with your Aboriginal community.
See chapter on 8ways in ACER's 2011
Two Way Teaching and Learning
Reawakening Indigenous Languages
This is a pedagogy framework that allows teachers to include Aboriginal perspectives by using Aboriginal learning techniques. In this way, focus can remain on core curriculum content while embedding Aboriginal perspectives in every lesson. It came from a research project involving DET staff, James Cook University’s School of Indigenous Studies and the Western New South Wales Regional Aboriginal Education Team between 2007 and 2009. AECG and SERAP approval was granted for the project.
The research project sought to engage teachers with Indigenous knowledge at the Cultural Interface (overlap) between Aboriginal and non-Aboriginal cultures, finding innovative ways to
this common-ground knowledge in the classroom. It was contended that Aboriginal perspectives do not come from Indigenised content, but from Indigenous processes of knowledge transmission. So Aboriginal learning processes were identified and a rich overlap was found between these and the best mainstream pedagogies (e.g. Quality Teaching). A common-ground pedagogical framework was developed and trialled during this Aboriginal research project, using an Indigenous standpoint methodology inspired by the work of Dr Karen Martin and Dr Martin Nakata. The framework was nicknamed “8ways” by teachers, although the RAET team resisted naming it so that it would not be seen as a commercial product or
"8ways" is a constantly developing body of communal expertise
by the traditional keepers of knowledge in Aboriginal communities throughout western NSW. Aboriginal and non-Aboriginal teachers contribute to the framework in an ongoing cross-cultural dialogue via wiki.
It is managed by the RAET team at the Aboriginal Knowledge and Practice Centre, Dubbo (
02 6841 3852
02 6841 3852
It is not intended to constitute an entire Aboriginal program for schools, but is rather a culturally safe point of entry for teachers to
engaging with Aboriginal knowledge and cross-cultural dialogue in the community.
If you use anything from here, please respect our communal
for knowledge and cross-cultural dialogue ethic. Please share any new understandings or applications here on the wiki. Simple rule -
if you take something, put something back.
These carvings are learning tools for exploring the 8 ways. Each object carries and informs deep knowledge about a way of learning. You can see what they mean by referring to the diagram above. See brief descriptions below for explanations of each element. These objects are kept at the Bangamalanha Aboriginal Knowledge and Practice Centre in Dubbo, NSW. Phone
02 6841 3852
02 6841 3852
Approaching learning through narrative.
Explicitly mapping/visualising processes.
Applying intra-personal and kinaesthetic skills to thinking and learning.
Symbols and Images:
Using images and metaphors to understand concepts and content.
Place-based learning, linking content to local land and place.
Producing innovations and understanding by thinking laterally or combining systems.
Modelling and scaffolding, working from wholes to parts (watch then do).
Centring local viewpoints, applying learning for community benefit.
8ways banners at Dubbo cultural gathering 2010
How we learn - culture way
1. We connect through the stories we share.
2. We picture our pathways of knowledge.
3. We see, think, act, make and share without words.
4. We keep and share knowledge with art and objects.
5. We work with lessons from land and nature.
6. We put different ideas together and create new knowledge.
7. We work from wholes to parts, watching and then doing.
8. We bring new knowledge home to help our mob.
The joining lines are as important as the pedagogies themselves. Values, protocols, systems and processes refer to the ways of valuing (ontology), ways of being (ontology - protocols are rules for how to be), ways of knowing (epistemology) and ways of doing (methodology). When you engage with Indigenous communities at this level, you truly have the potential to embed
broad and deep Indigenous perspectives
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